S2.2.7

=Students are provided with designated library staff contact information. =

Evidence
Observing that reader education and information literacy instruction has long been a function of libraries, McKnight (2003) characterises the role of librarian changing from a ‘custodian of books to being a true partner in learning and teaching’ (p. 381). In concluding that differences between curriculum materials and supporting information resources are unnoticed by students, McKnight foresees librarians as members of a collaborative multidisciplinary team ‘creating new learning resources and environments for the seamless delivery of the curriculum and support materials’ (p. 384). Reiterating the collaborative partnership view of library media specialists contribution to learning, Neuman (2004) emphasises the links inherent to information use and learning, which point to the significance of information literacy for furthering understandings of student achievement (p. 517).

Snavely (2001) notes the pivotal role of Library staff in building information literacy. ‘Once standards have been adopted, Iannuzzi (2000, p. 65) suggests the following roles for librarians in building “the information literate student”: • Work with faculty to develop curriculum, syllabi, and assignments that focus on the research process and the development of information literacy • Join with faculty to explore and implement performance-based assessment methods • Identify campus partners on faculty development and help transform teaching and learning through information literacy • Collaborate with faculty to help them define information literacy for their discipline • Identify and focus on library responsibilities toward information literacy and develop library instruction programs accordingly. • Ensure that librarians teach the research process and its concepts, and do more than introduce electronic tools and technology to their patrons. • Provide continuing education for librarians about teaching techniques, outcomes based learning, and assessment.’

Information literacy isn’t just a library issue, but is an issue for all of higher education and society as well (Snavely 2001). However, library staff are bearers of information literacy skills and are often enthusiastic about imparting this knowledge and skill to students.

Porter (2005) and Liber (2005) both discuss the specialised expertise that library and information service personnel can collaboratively contribute to learning process and partnerships.

Resources
See for example the University of Manchester library page which details a designated staff contact for e-learning students: http://www.library.manchester.ac.uk/usingthelibrary/elearning/students/

This information should also appear in course documentation.