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Faculty-librarian cooperation: a personal retrospective by Evan Farber ( 1999) Reference Services Revies 27 (3), p 229-2

Faculty-librarian cooperation: a personal retrospective by Evan Farber ( 1999) Reference Services Revies 27 (3), p 229-234. Fac. Responsible for lib.inst. All courses taught in the lib by lib-trained, Sub-matter exp. Harvie Branscomb’s Lois Shores

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Faculty-librarian cooperation: a personal retrospective by Evan Farber ( 1999) Reference Services Revies 27 (3), p 229-2

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  1. Faculty-librarian cooperation: a personal retrospectiveby Evan Farber ( 1999)Reference Services Revies 27 (3), p 229-234 Fac. Responsible for lib.inst All courses taught in the lib by lib-trained, Sub-matter exp Harvie Branscomb’s Lois Shores (1940) (1930-1950) library college movement Lib. helps as a subordinate No problem foreseen

  2. Monteith College Libr. Experimentby Patricia Knapp (1960- 1962) The key to lib. Inst. Was the struct of the relationship between librarians and faculty Lib. Inst presented by fac as an integral part of content courses in all subjects The librarian:- convince the fac. -> lib. Inst is important- educate the fac on the role of the lib.- assist the fac. In planning the inst. The problem : she did not recognize- resistance to almost any educational innovation-the problem in this exp. overcome with the full support of administration

  3. John Luban’s : Educating the Library UserFarber’s Earlham Program ( 1974) Course-related bibliographic instruction Fac. Central responsibility for the educational enterprise Lib.: responsible for the lib. Instr. Planning asignmentsproviding instruction Fac. & lib. CAN and SHOULD work together, neither can do the other’s job by then Faculty Library Enhance the students’ ability to find and evaluate information Help students attain better understanding of the course Both objectives are achieved and mutually reinformcing

  4. Should work together vs the reality problem Dev of the program as closer & more creative working relationships develop. Increasing interest for the program by a wide variety of inst. OPTIMISM The striking growth of the bibl. movement FACULTY ATTITUDES ARE CHANGING How? Improving quality of librarian New library technology

  5. Fac. Needs tech-based teaching toolkit Internet:- availability of material - ease of access- immediate response - important marerial- useless/dangerous materials - absence of structure -> more structured Lib.Teach students how to access the resources Students unable to discriminate Fac. Don’t have time/expertise to keep up with the imrpovement

  6. FUTURE? Basic instruction will be taken careby expert systems built into databases Libs continue working with fac to improve instructionalapproaches & practices Help users selecting items from the databases Help users select the appropriate databases Instruct users in using the databases Arlinah I.R. Rutgers Univ, Oct 4, 2001

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