Librarian-academic collaboration: the role of relationship management

Dr MN Wiggill School of Communication Studies North-West University (Potchefstroom Campus)

INTRODUCTION

• Context

–

Librarian-academic collaboration

–

Strategic communication and relationship management

• Research methodology • Results • Recommendations

LIBRARIAN-ACADEMIC COLLABORATION

• Role of academic libraries - assist university in obtaining main goals - research & teaching of undergraduate and graduate students • Provides access to information & information services • Information age – must be information literate • Academic library – “learning centre” • Academic librarians -

active key educators

• Information literacy - vital to students’ academic success, therefore librarian-academic collaboration vital • What is librarian-academic collaboration?

–

In this collaborative effort, the librarian acts as expert, scaffolding the faculty member’s skills in technology; the faculty member as an expert, scaffolding the librarian’s knowledge of research and teaching pedagogy; and the faculty member and librarian (as peers) collaborating to scaffold students’ research methods, knowledge and skills

( Bhavnagri & Bielat, 2005:122)

LIBRARIAN-ACADEMIC COLLABORATION - ADVANTAGES

• • • • • • • • • Academics understand scope of library’s support for teaching and research Librarians - familiar with course work - assist students more effectively Academics design assignments taking the library’s available resources into account Academics more reasonable expectations of students’ ability to do research & use information sources Information literacy training - part of formal academic courses (librarians implement assessment procedures & act on results) Academics, who feel that the library understand their needs and who are knowledgeable about the library and its services - encourage students to make use of the library Students - appreciate libraries & ensures long-term use of libraries Students - understand research process better - improved pass rates Independent library research - emphasised as a valuable, life-long learning skill

LIBRARIAN-ACADEMIC COLLABORATION – REASONS FOR NO/STRAINED COLLABORATION

• • • • • • • • • • Library irrelevant availability of Internet as “easy” way to find information Librarians - required to provide information literacy training – academics not always required to cooperate with librarians Librarians feel unprepared for instructional roles Parent instititutions of libraries – little/no acknowledgement of role of information literacy in strategic statements General ignorance - importance of information literacy; role & proficiency of librarians in conveying these skills Negative corporate image – hampers facilitating librarian-academic collaboration Academics - mostly ignorant of role of library – Academics - not always in favour of collaborative program planning and teaching involving professional library staff - especially due to time constraints Unequal balance of power - provision of in-class time for information literacy “gift” from the academic & librarians “dependent” on academics Librarians – don’t understand nature of academic work & needs of academics Unsuccessful llibrary advocacy – one-way communication

STRATEGIC COMMUNICATION MANAGEMENT

• Strategic communication management – engage with stakeholders to create mutual understanding – Outcome – strong, mutually beneficial relationships • Communication strategy - aligned to organisation’s vision, mission & goals - contribute to success & effectiveness • Organisation’s

reason for being

- reflected in its vision, mission and goals - reflected in its communication strategy • All communication – reflect

reason for being

social trust - public legitimacy & • Libraries -

continuously engage

with stakeholders – Two-way communication - obtain mutual understanding of each others’ goals and needs – Mutual understanding - strong relationships & more effective librarian academic collaboration

RELATIONSHIP MANAGEMENT Outcomes of strong relationships:

– Trust: integrity, dependability, competence – Control mutuality – Commitment – Level of relationship satisfaction

RESEARCH METHODOLOGY

• •

Qualitative approach Semi-structured interviews

– 4 academic libraries • Ferdinand Postma Library, North-West University – Director, Information Librarians • Leeds Metropolitan University Library, England – Information Librarian • Campusbibliotheek Arenberg, Katholieke Universiteit Leuven, Belgium - Director • Library of the University of Amsterdam, Netherlands - Director – Aim - obtain a better understanding of how academic libraries communicate to obtain librarian-academic collaboration

AIMS OF INTERVIEWS

• Aims of the interviews:

– determine the nature of the libraries’ communication strategy; – determine whether the interviewed libraries’ communication is founded in the university as well as the library’s vision, mission and goals, reflecting its

reason for being

; and – determine how the librarians communicate with academics to foster librarian-academic collaboration

COMMUNICATION STRATEGY

• No communication strategy • No formally planned communication programmes, campaigns or plans • No account of communication needs of strategic stakeholders

STRATEGY-DRIVEN COMMUNICATION – “

reason for being”

• Intuitively strategic – library personnel’s job descriptions – 2 Directors • 2 Information Librarians studied university & library’s vision, mission & goals – plan communication & work accordingly • 1 Information Librarian – worked long enough, does not need vision, mission & goals • Other Information Librarians – agreed - guide communication & provide grounds - persuasion regarding the important educational role of the library

COMMUNICATION TO ENHANCE LIBRARIAN-ACADEMIC COLLABORATION

• • Directors: – No difficulties in conveying the libraries’

reason for being

and its supporting educational role to senior university stakeholders – Some in academic community – ignorant of library’s role Information Librarians – Librarian-academic collaboration - difficult - many academics do not perceive librarians & services as valuable; no time to spend on library awareness campaigns – Leeds Metropolitan University - “How” shift to “why” - librarian-academic collaboration based on library’s

reason for being

– Campusbibliotheek Arenberg - service delivery changed from “Just in time” to “Just for you” – Engage in dialogue – NB to ascertain academics’ needs • Building strong personal relationships - Information Librarians & academics mutually acknowledge and support each other’s role – Coinciding information literacy training with assignments – better results • Some librarians – do not communicate positive outcomes strongly enough – Academics do not convey information to students – Some feel that it is not librarians’ role to promote, market or communicate about library’s services and products, or to have an educational role - no training

RECOMMENDATIONS

• Communication and relationship management strategy based on library’s vision, mission and strategic goals – Focus on library’s

reason for being –

legitimacy – No need for library advocacy – academic community would understand library’s role – Improved corporate image – Students trust librarians & library information sources – Students more willing to attend training

PRACTICAL RECOMMENDATIONS

• • • • Engage in two-way communication (dialogue) – Understanding of academics’ needs & constraints • Attending departmental meetings, introducing yourself & library services to newly appointed faculty • Personal appointments – determine personal needs & constraints – sometimes basic knowledge gaps

Personalise

service & products for each academic - would feel valued by the library – show interest in academics’ research areas – eg recommend relevant/new databases – Ask questions, feedback on appropriateness of information/services provided Focus communication on how library is

adding value

to academics’ & students’ educational experience Provide excellent service - build and maintain strong relationships to ensure effective collaboration – Academics need to

trust

that the librarian are so research and service would be provided

committed

that the best possible

CONCLUSION

• Compile communication & relationship management strategy • Focus on

reason for being

• Build strong relationships with academics – trust & commitment foundation • Result – effective librarian-academic collaboration

THANK YOU