Intervening Conditions Inside and Outside Libraries in Order to Build Collaboration Between Teaching Faculty and Librarians in Education: Based on a Case Study of Earlham College
A recent massive higher educational reform has asked college and university libraries to review their services inclusive of these reforms. A constructive relationship between teaching faculty and librarians was recognised as contributing to the success of information literacy initiative and information literacy instruction. The purpose of this paper is to explore the research question, “what are the intervening conditions in library, institutional and social contexts which promote collaboration between teaching faculty and librarians,” based on a case study of Earlham College. The data, such as a literature review, archival records, interview data and observational data, were collected and analysed through a grounded theory approach. The results show that “leadership of library directors,” “librarians as instructors” and “librarians’ faculty status” are important factors in the library context. “Small community,” “flat hierarchy” and “teaching faculty as educators” were discovered as the important themes in the college context.
KeywordsCollaboration Faculty-librarian relationship Information literacy instruction Case study Grounded theory Earlham College
The author would like to acknowledge people who supported this research, Dr. Ronald R. Powell, emeritus professor, School of Library and Information Science, Wayne State University, USA, for the first direction of this research. Sincere appreciation goes to (honorifics omitted) Lajmar Anderson, Neal Baker, Kate Blinn, Mary Bogue, Amy Bryant, Evan Ira Farber, Jeremy Garritano, Bob Johnstone, Thomas G. Kirk Jr., Christine Larson, Beth McMahon, Kathy Milar, Sara Penhale, Jane Pinzino, Kumiko Sato, Bob Southard, Nancy Taylor, Jane Tanner Terashima, Michael Thidman, Janet Wagner, and Susan Wise of Earlham College for their assistance in the field research. The author is also indebted to Thomas Hamm and Michele Riggs, Friends Collection and College Archives of Earlham College and reference librarians of Purdy Library, Wayne State University, Mie University Library and Nagasaki University Library for their assistance in collecting documents. The author would also like to acknowledge Professor Hiroshi Itsumura, Graduate School of Library, Information and Media Studies, University of Tsukuba, Japan, and Dr. Heidi Julien, Department of Library and Information Studies, Graduate School of Education, University at Buffalo, State University of New York, USA, for giving advice on my research and this paper.
This research was supported by the Grant-in-Aid for Scientific Research in 2004 and 2005, offered by the Japanese Society for the Promotion of Science (Research Project Number 16700239: Grant-in Aid for Young Scientists B).
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