Faculty and Librarian Perspectives on Collaboration and Information Literacy in Higher Education: Implications for Leadership and Practice

Research into Practice
Kimberly
Franklin
Reference and Instruction Librarian
Claremont Colleges Library

Abstract

There is a dearth of scholarship about what motivates faculty members and librarians to collaborate, and about how these professionals experience collaboration as a social and interprofessional phenomenon in higher education. Moreover, extant research suggests that professional silos and other factors can hinder faculty/librarian collaboration. This session presents findings from a 2013 dissertation study in which interprofessional collaboration was used as the conceptual framework for understanding faculty/librarian collaboration in the information literacy context in higher education. Thirty-five librarians and faculty members in higher education institutions, primarily in California, were interviewed for the study. Two research questions will be addressed in this session: (1) What motivates faculty members and librarians to integrate collaboration and information literacy into their professional practice? (2) What are the interprofessional factors that facilitate and hinder faculty/librarian collaboration? Answers to these questions can inform how faculty members and librarians integrate collaborative professional practice and information literacy into teaching and learning in higher education.

Description

This session presents selected findings from a dissertation study completed in 2013 entitled Faculty/Librarian Interprofessional Collaboration and Information Literacy in Higher Education. Interprofessional collaboration was defined in the study as a process of communication and decision-making in which faculty members and librarians use their separate and shared knowledge to integrate information literacy into teaching and learning (Bailey, Jones, & Way, 2006; Conley, 2008). The interprofessional framework used in the study highlighted the challenges—and more importantly, the value—of bringing together the separate but shared knowledge of different professional groups (i.e., librarians and teaching faculty) in pursuit of the shared goal of integrating information literacy into teaching and learning.

References:

Bailey, P., Jones, L., & Way, D. (2006). Family physician/nurse practitioner: Stories of collaboration. Journal of Advanced Nursing, 53(4), 381-391.

Conley, S. (2008). Interprofessional collaboration between doctors and chronic disease prevention nurses in the primary care setting (Master’s thesis). Available from Proquest Dissertations and Theses database. (UMI No. MR35549).

Presentation Materials

When

Date and time: 
Sun, 04/06/2014 - 9:30am - 10:45am

Where

Monterey [LL]