Ivan Gaetz, co-editor of Collaborative Librarianship, reflects as the journal completes five full years of publishing. Not only does the journal publish articles on collaboration, it also represents in practical terms some of the best practices in library collaboration.
This paper presents a bibliometric study of library-focused journals represented in the Directory of Open Access Journals (DOAJ). A total of 151 library and information science journals were examined related to a number of issues: subject-specific distribution of library journals, interdisciplinary aspects, country of origin, language-used and other language characteristics, numbers of titles first appearing in given years, publication fees, the existence of license agreements, and the types of organizations having journals in the Directory that focus on libraries or librarianship.
As much as we like to think that libraries are unique, they actually operate much like a supply chain system with central distribution centers and retail outlets. Obviously, there are differences but when it comes to materials handling, an area in which I do a lot of consulting, the similarities are striking. Both industries distribute material to outlets, require complex logistics systems, require accurate sorting and picking, and employ self-service technologies. As such, I spend a lot of time learning about warehouse management, logistics, supply chain technologies and best practices, and I use that knowledge in my consulting. Supply chain and warehouse management systems occupy adjacent niches to library materials handling. Not exactly the same industry but lots in common.
Following an energizing reorganization of the first floor, the University of Idaho Library sought additional strategies to support student learning and success. Building on previous successful collaborations with the Dean of Students Office, the Library and Tutoring Services created a model to offer peer-tutoring services in the library. Several philosophical and practical guidelines were considered, and implementation of the service, while challenging, was ultimately successful. Strategies for proposing, building, and maintaining similar partnerships with student services units are discussed, with best practices offered for other institutions seeking similar collaboration.
Beth C. Thomsett-Scott reviews, "Beyond the Silos of the LAMs: Collaboration Among Libraries, Archives, and Museums" by Diane M. Zorich, Günter Waibel and Ricky Erway. This OCLC Research Publication contains vital and relevant content and processes for libraries, archives, and museums (LAMs). The report provides an extensive overview of the discussions around LAM collaboration on common services and the pros and cons of close collaboration, with a special focus on academic campuses.
Kaijsa Calkins reviews, "Common Ground at the Nexus of Information Literacy and Scholarly Communication" edited by Stephanie Davis-Kahl, Merinda Kaye Hensley. This book brings together an excellent collection of writing by librarians, disciplinary faculty, and others from a wide variety of higher education settings that address the intersections between scholarly communication and information literacy instruction initiatives.
John Dupuis reviews the document, "Supporting the Changing Research Practices of Chemists" by Matthew P. Long and Roger C. Schonfeld.
The success of library research assignments depends to some extent on the quality of the research question posed to students. Librarians can help teaching faculty craft more effective research assignments through intentional partnerships where librarians discuss with faculty how to pose well-structured research questions, what library resources are available to support the research and what a faculty member expects a student to learn from the exercise.
The authors describe difficulties pertaining to discipline-specific discourse and identity among collaborators during the process of revising the information literacy component of a first-year writing program. Hardesty’s term “faculty culture” offers a frame through which to understand resistance and tension among otherwise engaged faculty and situates this experience within the uncomfortable history between faculty and librarians who may be perceived as “inauthentic” faculty. The authors suggest ways to improve communication between librarians and writing program faculty when collaborating on infor-mation literacy instruction.