The need for a tailored textbook for a distance class of PhD nursing students led to a collaboration between a College of Nursing faculty member and librarians from academic and health sciences libraries. The partnership incorporated new and existing library services in the “Research with Diverse Populations” class. Librarians provided curriculum support services and facilitated the creation of an eTextbook authored by class members. The Research with Diverse Populations eTextbook was designed to be openly accessible and structured to expand as future students make additional contributions. The audience for the eBook extends beyond the course participants to a broader audience of clinicians and researchers working with vulnerable populations. The eBook collaboration is an innovative and unique approach to addressing the needs of a faculty member. It is anticipated that the collaborative process will inspire similar projects in the future.
Teaching librarians are always seeking opportunities to improve their professional practice. Traditional forms of professional and personal development—attending workshops and conferences and reading the scholarly and practitioner literature—are valuable and useful, but often ignore the powerful personal connections we have between colleagues. Using a narrative approach, this article will provide two teacher librarians’ stories about their experiences with team teaching as a method of professional development. Turning the traditional mentorship model on its head, each librarian contributed equally to the relationship and took the risk of being vulnerable in order to learn from one another. A newer librarian, looking to expand her teaching toolkit, become acculturated to her new institution, and develop her teacher identity, taught alongside an experienced librarian looking for new teaching techniques, a way to prevent “burnout,” and a more intentional and reflective approach to teaching. In addition, the authors will discuss the theoretical underpinnings of the benefits of team teaching and will provide recommendations for others through an account of how they planned, managed the classroom, and assessed student work.
In conversation with Janet Lee, Dean of Libraries, Regis University, Dr. Shimelis Assefa, University of Denver, discusses aspects of library collaboration from an international perspective that cover both challenges and opportunities. Insights on collaboration in library science education are also offered.
This book, Studying Students: A Second Look, edited by Nancy Fried Foster is a follow-up to a 2007 publication, Studying Students: The Undergraduate Research Project at the University of Rochester that demonstrates once again the benefits of conducting ethnographic studies when designing academic library spaces and services.
Ellen Mackey reviews Princeton history professor David Bell’s article “The Bookless Library” http://www.newrepublic.com/article/books-and-arts/magazine/david-bell-future-bookless-library#, July 12, 2002, accessed July 31, 2012. In this article, the question is asked, “What role will libraries have when patrons no longer need to go to them to consult or borrow books?”
Collaborative Librarianship is honored to have Jamie LaRue write the “Guest Editorial” for this issue. Jamie has appeared on NPR, been cited in the Wall Street Journal, Forbes and the Denver Post, was a newspaper columnist for over 20 years, and authored, The New Inquisition: Understanding and Managing Intellectual Freedom Challenges (Libraries Unlimited, 2007). From 1990 to 2014, he was director of the Douglas County (Colorado) Libraries, widely known as one of the most successful and innovative public libraries in the U.S.A. He has received numerous honors and recognitions for his contributions to libraries and communities spanning several decades. Today, Jamie LaRue writes, speaks and consults about the future of libraries. He is a candidate for the presidency of the American Library Association, the election to be held early in 2015.
A thought piece on the library envisioned for 2020 sparks reflection and conversation on how library schools, librarians and library organizations might prepare for this possible coming reality. Broader considerations are needed regarding collaboration, community, crossroads, service and flexibility.
Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations are discussed.
Lori Bowen Ayre discusses important aspects about community collaboration and the use of technology. As Program Co-Chair for the California Library Association’s Annual Conference, she reviews all the proposed sessions and, as a result, she get to see not only what California libraries are doing but also the initiatives of which they are most proud. And what libraries seem to be most proud of these days is work they are doing in partnership with other groups in their community. Community collaborations and partnerships are inside our libraries, in our communities, and on our library websites. Many of these collaborations rely on technology in one way or another.