Resources
Dec 2013 blog post from The Unquiet Librarian. Offers four steps for successful collaborative partnerships between librarians and faculty.
PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.
PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.
PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.
By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.
Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.
PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.
Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.
Journal Issue.
Click Here for Book Review Abstract: Leadership in universities is physically, intellectually and emotionally demanding work. It involves multiple and complex tasks and responsibilities such as staff management, strategic management, operational planning, financial and resources management, policy development, quality assurance processes, improving student outcomes, and engaging with community and the professions/industry. Leadership is not simply the act of being a leader, it is the act of leadership that projects ‘success’ and ‘desirable’ attributes. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task. Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate? What strategies do they learn and adopt and how do they lead and manage their female colleagues? What about those women who do not ‘fit’ the gender script? The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership; This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies. (From the Publisher)