In the past decade, collection development in academic libraries has changed dramatically and it continues to evolve. The nature of the changes suggests that collaboration between librarians and faculty in the development of academic library collections is more critical than ever before. The bullet points below attempt to capture the major trends impacting the changing landscape of academic library collections.
What are we doing well?
What can we do better?
What surprises us?
Things to consider moving forward …
Librarians should get to know new faculty (as well as established faculty who have not yet been engaged with the library).
Engage faculty in the process of database selection. This can be done by:
Engage faculty in the deselection of materials whenever possible but be respectful of faculty members’ time. Invite them to participate in review only of those areas which are of particular interest to them and/or in which they have expertise. Be mindful of the amount of time the faculty member has to devote to the project and select reasonable call number and/or shelf ranges. Participation can be solicited in a number of ways, including:
Engage faculty in the creation of LibGuides. Until recently, LibGuides have been used primarily to highlight the sponsoring library's holdings (in terms of databases and print and electronic resources) and selected websites. With the shift in library collection development emphasis from "just in case" to "just in time" and its increasing reliance on libraries sharing resources, LibGuides might also become online recommended bibliographies. Here's a possible action plan:
*See “Faculty Profile Form” tab!
Faculty Profile Form*
(Developed by Sheri Stormes, Butler University)
Note to potential user: I developed this form as an aid to acquainting myself with new faculty. The idea came from similar forms that were used in our NASM (National Association of Schools of Music) Self-Study Report. It has been useful in many ways, not the least of which is informing me about who might be interested in what specific topics and resources as I read through various new publication announcements and lists. It's also helped me to identify who to contact to explore the possibility of incorporating library instruction into targeted classes. I have used the language information to aid me in referring students to faculty for help with various translations. (Occasionally, it's helped me with pronunciation and translation issues that come up in languages with which I am less familiar.) In addition, it aids me in selecting faculty to ask to review items targeted for withdrawal. It's most effective when completed in person. That initial personal contact goes a long way in establishing important personal connections between the librarian and the faculty member.
DATE OF APPOINTMENT:
Name of Institution Degrees (if any)
COURSES (that you are currently teaching):
COURSES (that you will teach, have taught, or have an interest in teaching):
RESEARCH (topics of interest to you in your personal research):
SUBJECTS OF INTEREST:
TYPES OF LIBRARY MATERIALS, FORMATS USED OR OF INTEREST:
TYPES OF CLASS ASSIGNMENTS THAT INVOLVE LIBRARY USE:
1. Liaison librarians should make an effort to become acquainted with the faculty in their assigned discipline(s) as early as possible. Familiarity with faculty members’ educational backgrounds, discipline-specific expertise, research interests, courses taught, types of assignments made, etc. is invaluable.
2. The best relationships are personal as well as professional.
3. Librarians should solicit (and facilitate) input from faculty into developing the library’s collection.
4. Librarians should obtain course syllabi from faculty whenever possible – and scrutinize those documents to determine how the faculty member views the library and its services as well as how the faculty member expects students to interact with the library and/or its resources.
5. Librarians should enlist faculty to assist with “curating” the library’s collection while also being mindful of the value of the faculty member’s time. Any solicited participation in assisting with weeding projects should be designed to keep individual faculty member’s time commitment to a minimum.