(Webcast Resources) • (Articles/Publications) • (Websites & Projects)
2003 OCLC Environmental Scan: Pattern Recognition
http://www.oclc.org/reports/escan/default.htm
This publication "was produced...to examine the significant issues and trends impacting OCLC, libraries, museums, archives and other allied organizations, both now and in the future."
2004 OCLC Information Format Trends: Content, Not Containers
http://www.oclc.org/reports/2004format.htm
Following on the 2003 report (above), this "new report examines the 'unbundling of content' from traditional containers (books, journals, CDs) and distribution methods (postal mail, resource sharing)."
The Blended Librarian: A Blueprint for Redefining the Teaching and Learning Role of Academic Librarians
C&RL New 65.7 (July/August 2004)
Available online to ACRL members:
http://www.ala.org/ACRLtemplate.cfm?Section=july04&Template=/Membersonly.cfm&ContentID=69070
This article by Stephen J. Bell and John Shank begins with a quote from Outlook 2004: "The future of the library is that there is no library; the functions that the library performs have been blown up and are scattered throughout the universe." This is used to set the stage in which to look at the state of academic librarianship and the marginalization of the academic library in order to then introduce the concept of the blended librarian. A blended librarian is defined as "An academic librarian who combines the traditional skill set of librarianship with the information technologist’s hardware/software skills, and the instructional or educational designer’s ability to apply technology appropriately in the teaching-learning process." Six principles of blended librarianship are then laid out and a blueprint for action defined.
The Boyer Report
http://naples.cc.sunysb.edu/Pres/boyer.nsf/
Reinventing Undergraduate Education: A Blueprint for America's Research Universities
The Boyer Commission on Education Undergraduates in the Research University.
"[R]esearch universities share a speciall set of characteristics and experience a range of common challenges in relation to their undergraduate students. If those challenges are not met, undergraduates can be denied the kind of education they have a right to expect aat a research university, an education that, while providing the essential features of general education, also introduces them to inquiry-based learning."
Do They Really Do That? Librarians Teaching Outside the Classroom
Change 36.3 (May-June 2004): 22-28
Abstract available at: http://pqasb.pqarchiver.com/change/
Full-text available at:
http://www.findarticles.com/p/articles/mi_m1254/is_3_36/ai_n6153015
This article by Esther Grassian looks at how librarians are help students "learn how to identify, locate, evaluate, and use information effectively and ethically."
Guidelines for Instruction Programs in Academic Libraries
http://www.ala.org/ala/acrl/acrlstandards/guidelinesinstruction.htm
These guidelines from ACRL were approved by their board June 2003.
The Impact of Libraries on Learning, Teaching and Research
http://www.lirg.org.uk/lir/pdf/article81c.pdf [PDF]
This report of the Library and Information Reseach Group (LIRG) seminar held in October 2001, written by Katherine Everest and Philip Payne, summarizes the discussion among seventy delegates on how "we can demonstrate the effectiveness of our contribution to, and our impact on, learning, teaching and research." Speakers looked at performance measurement, identifying impact, case studies, and more.
Information Literacy Makes All Wrong Assumptions
http://chronicle.com/prm/weekly/v51/i18/18b01301.htm
The Chronicle of Higher Education (January 7, 2005)
This article by Stanley Wilder (Assistant Dean for Information Management Services, River Campus Libraries, University of Rochester) identifies information literacy as the librarians' response to an "explosion in networked information" and calls it a "reinvention of the educational function of the academic library." He instead proposes that "Librarians should use their expertise to deepen students' understanding of the disciplines they study. More specifically, librarians should use their intimate knowledge of the collections they manage and the writing process as practiced in the disciplines to teach apprentice readers and writers." The article garnered much response from information literacy advocates. See for example, Esther Grassian's "Information Literacy: Wilder Makes (Some Right, But) Many Wrong Assumptions", available at http://www.ucop.edu/lauc/opinions/literacy.html
Interoperability between Library Information Services and Learning Environments - Bridging the Gaps
http://www.imsglobal.org/digitalrepositories/CNIandIMS_2004.pdf [PDF]
This May 10, 2004 joint white paper written by Neil McLean and Clifford Lynch on behalf of the IMS Global Learning Consortium and the Coalition for Networked Information aims to "explore potential interactions between information environments and learning environments, with emphasis on work that needs to be done involving standards, architectural modelling or interfaces (as opposed to cultural, organizational or practice questions) in order to permit these two worlds to co-exist and co-evolve more productively."
Leadership, Higher Education, and the Information Age: A New Era for Information Technology and Libraries
By Barbara I. Dewey and Carrie E. Regenstein (Neal-Schuman, 2003)
http://www.neal-schuman.com/db/1/311.html
"This guide to developing a vision and devising plans for changing higher education's information technology infrastructure will help academic librarians create more effectively functional libraries, campus IT organizations, and new classrooms."
Libraries and Changing Research Practices: A Report of the ARL/CNI Forum on E-Research and Cyberinstrastructure
by Diane Goldenberg-Hart (ARL 237, December 2004)
http://www.arl.org/newsltr/237/cyberinfra.html
http://www.arl.org/newsltr/237/ARLBR237.pdf [PDF]
Ms. Goldenberg-Hart reports on the ARL/CNI forum, which began with Sarah Thomas' comments which "introduced a major theme of the day: the need for (and the challenges involved in) collaboration within and among educational institutions and research organizations."
The Nature of Information in the Twenty-First Century: Conundrums for the Informatics Community
by George Macgregor (Library Review 54.1 [2005]: 10-23)
http://juno.emeraldinsight.com/vl=4638564/cl=96/nw=1/rpsv/cgi-bin/linker?ini=emerald&reqidx=/cw/mcb/00242535/v54n1/s2p10
"The paper is a contribution to the debate on the precise nature of information and offers new perspectives on how the informatics community should view information in the twenty-first century."
New Roles and Responsibilities for the University Library: Advancing Student Learning Through Outcomes Assessment
by Kenneth R. Smith (ARL 213, December 2000)
http://www.arl.org/newsltr/213/assess.html
This article introduces "the assessment of student outcomes is a means of focusing our collective attention, examining our assumptions and creating a shared academic culture dedicated to understanding what we are doing and how well we are doing it and to improving the quality of learning that results." He looks at the topic in terms of the university response; the library and learning outcomes; and the role for ARL libraries.
Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians
http://www.ala.org/ala/acrl/acrlstandards/objectivesinformation.htm
These objectives from ACRL's Instruction Section were approved by their board January 2001.
Shaping the Future: ASERL's Competencies For Research Librarians
http://www.aserl.org/statements/competencies/competencies.htm
This report from the Association of Southeastern Research Libraries identifies the competencies required for research librarians. The report's section describing "The Research Library of Tomorrow" is particularly useful.
Teaching, Learning, Research, Curriculum Working Group: White Paper
(August 13, 1997)
http://www.library.umass.edu/plan/tlrc.htm
This report from the University of Massachusetts, Amherst Libraries, although slightly dated, is a useful look at one library's response to the sudden growth in information and electronic resources. The mission of the group was "to explore and define the impact of these new technologies on teaching, learning, and research. University-wide information literacy programs, working with faculty to create new opportunities in teaching and scholarship, and offering library services that are not bound by walls are encompassed in this vision." Recommendations are given.
Great Expectations
http://www.aacu-edu.org/gex/index.cfm
A multi-year initiative from the Association of American Colleges and Universities AAC&U's to articulate the aims of a twenty-first century liberal education and identify comprehensive, innovative models that improve learning for all undergraduate students.
NCSU Libraries Learning and Research Center for the Digital Age
http://www.lib.ncsu.edu/lrcda/
The LRCDA provides the services, staff, equipment, and space to fulfill this the NCSU Libraries in role in educating faculty, students, and staff in all aspects of new inforamiaon technologies as they relate to knoledge of and training in the digital environment of the information age. The LRCDA is a place for the university community to interact, collaborate, discover, and create, with ready access to the library's wealth of resources and services.
Pew Internet & American Life Project
http://www.pewinternet.org/index.asp
This project "produces reports that explore the impact of the Internet on families, communities, work and home, daily life, educaiton, health care, and civic and political life. The Project aims to be an authoritative source on the evolution of the Internet through collection of data and analysis of real-world developments as they affect the virtual world."
The Teaching Library @ UT
http://www.lib.utk.edu/refs/teachinglib/
"The Teaching Library is a resource for instructors and librarians teaching students about finding and using information. It is designed to provide support for teaching information literacy concepts."
Yale University Library Electronic Library Initiatives
http://www.library.yale.edu/eli/
The Yale Davis Educational Foundation Grant Project "will be used to explore and develop collections-based teaching and learning at Yale" and the American Digital Imaging Project was used to "design of study tools and the building of collections of digitized images to support American studies, teaching and scholarship."