Comments on: What Matters In An Academic Librarianship Course http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/ Blogging by and for academic and research librarians Fri, 19 Mar 2010 15:43:31 -0500 http://wordpress.org/?v=2.8.4 hourly 1 By: What An Academic Librarianship Course Should Offer http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-83152 What An Academic Librarianship Course Should Offer Tue, 10 Jun 2008 12:31:18 +0000 http://acrlog.org/?p=784#comment-83152 [...] few weeks ago I invited ACRLog readers to participate in a survey which asked respondents to rate academic library course topics as essential, important or marginal. [...] [...] few weeks ago I invited ACRLog readers to participate in a survey which asked respondents to rate academic library course topics as essential, important or marginal. [...]

]]> By: 31 Day Comment Challenge: Days 15 - 18 | Information Wants To Be Free http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79537 31 Day Comment Challenge: Days 15 - 18 | Information Wants To Be Free Sun, 18 May 2008 20:06:01 +0000 http://acrlog.org/?p=784#comment-79537 [...] I think it took me about 15 minutes to do this. First, I went through my aggregator and found posts I wanted to comment on, and I purposely picked two that had very few words and one I’d already read. Next, I composed a comment for each. Some required more thought and care than others. But I did manage to comment on five posts. [...] [...] I think it took me about 15 minutes to do this. First, I went through my aggregator and found posts I wanted to comment on, and I purposely picked two that had very few words and one I’d already read. Next, I composed a comment for each. Some required more thought and care than others. But I did manage to comment on five posts. [...]

]]> By: Meredith http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79508 Meredith Sun, 18 May 2008 16:04:45 +0000 http://acrlog.org/?p=784#comment-79508 #1 thing that I wish I'd learned in library school PERIOD is how to market library services to faculty and students. Faculty especially. Marketing it something that was not covered in any way when I was in library school. It's like the assumption was "if you build it/buy it, they will come." Not so and I think marketing is a very valuable skill that should be taught in an academic librarianship course. #1 thing that I wish I’d learned in library school PERIOD is how to market library services to faculty and students. Faculty especially. Marketing it something that was not covered in any way when I was in library school. It’s like the assumption was “if you build it/buy it, they will come.” Not so and I think marketing is a very valuable skill that should be taught in an academic librarianship course.

]]> By: Deborah http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79122 Deborah Tue, 13 May 2008 13:05:37 +0000 http://acrlog.org/?p=784#comment-79122 Ironically, one of the most valuable courses I took in my MLS program was an administration of technical services course. Admittedly, that was a LONG time ago :) I don't work in technical services any more (I'm head of a library instruction program and serve as associate director of the campus center for teaching and learning.) What made the course so valuable was the emphasis on professional development---learning how to develop a system for reviewing the literature in my field, learning how to make substantive notes on articles read, and the importance of keeping up with the important issues in higher education. After all these years, it's one of the two courses that I still draw upon (the other was a library marketing course.) Ironically, one of the most valuable courses I took in my MLS program was an administration of technical services course. Admittedly, that was a LONG time ago :) I don’t work in technical services any more (I’m head of a library instruction program and serve as associate director of the campus center for teaching and learning.) What made the course so valuable was the emphasis on professional development—learning how to develop a system for reviewing the literature in my field, learning how to make substantive notes on articles read, and the importance of keeping up with the important issues in higher education. After all these years, it’s one of the two courses that I still draw upon (the other was a library marketing course.)

]]> By: StevenB http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79061 StevenB Mon, 12 May 2008 20:23:16 +0000 http://acrlog.org/?p=784#comment-79061 GPS wanted to know if specific learning outcomes are developed for this academic librarianship course. Yes, there are learning outcomes. They are actually required for ALA accreditation and I'm required to review and update them (as needed) once a year. Here are the recently revised learning outcomes: Upon successful completion of this course: · The learner will be able to recall significant events and landmark changes in the history, development and structure of higher education in Europe and America · The learner will recognize those ways in which the American higher education system is unique. · The learner will be able to express why concepts such as academic freedom, tenure, and shared governance are important to librarians working in academic institutions. · The learner will be able to explain how standards for academic libraries can better inform actual field practices. · The learner will identify how the basic practice of institutional accreditation is conducted in higher education at the regional level. · The learner will recognize changes taking place in attitudes and practices towards the assessment of learning and academic success in higher education institutions and their libraries. · The learner will describe the role and responsibilities of academic libraries and practicing academic librarians · The learner will differentiate the values and purpose of the academic library from libraries that operate in other sectors of librarianship. · The learner will be able to practice in higher education as a partner in the teaching and learning process, and argue that their contributions help students to achive academic success. · The learner will be able to plan and design instructional programming, and relate how their instruction fits into the academic library’s information literacy initiative. · The learner will be able to identify the prominent organizational structures used in academic libraries, and describe the relative merits of each. · The learner will differentiate between the roles of academic librarians working in public and technical services, and be able to demonstrate how these units must work cooperatively towards the success of the academic library. · The learner will identify and analyze how rapid technology change impacts on teaching and learning in higher education, and demonstrate how the academic library incorporates technology for service delivery. · The learner will identify specific resources and techniques that provide the ability to keep up with changes and trends occurring in academic libraries and the higher education industry, and establish the practice of keeping up for personal professional development. · The learner will apply skills learned in this course for the successful practice of librarianship in an academic environment. · The learner will be able to formulate an evaluation of the practices of an academic library. If anyone has thoughts about learning outcomes that should be a part of an academic librarianship course but are not found here, please share your thoughts. GPS wanted to know if specific learning outcomes are developed for this academic librarianship course. Yes, there are learning outcomes. They are actually required for ALA accreditation and I’m required to review and update them (as needed) once a year. Here are the recently revised learning outcomes:

Upon successful completion of this course:

· The learner will be able to recall significant events and landmark changes in the history, development and structure of higher education in Europe and America
· The learner will recognize those ways in which the American higher education system is unique.
· The learner will be able to express why concepts such as academic freedom, tenure, and shared governance are important to librarians working in academic institutions.
· The learner will be able to explain how standards for academic libraries can better inform actual field practices.
· The learner will identify how the basic practice of institutional accreditation is conducted in higher education at the regional level.
· The learner will recognize changes taking place in attitudes and practices towards the assessment of learning and academic success in higher education institutions and their libraries.
· The learner will describe the role and responsibilities of academic libraries and practicing academic librarians
· The learner will differentiate the values and purpose of the academic library from libraries that operate in other sectors of librarianship.
· The learner will be able to practice in higher education as a partner in the teaching and learning process, and argue that their contributions help students to achive academic success.
· The learner will be able to plan and design instructional programming, and relate how their instruction fits into the academic library’s information literacy initiative.
· The learner will be able to identify the prominent organizational structures used in academic libraries, and describe the relative merits of each.
· The learner will differentiate between the roles of academic librarians working in public and technical services, and be able to demonstrate how these units must work cooperatively towards the success of the academic library.
· The learner will identify and analyze how rapid technology change impacts on teaching and learning in higher education, and demonstrate how the academic library incorporates technology for service delivery.
· The learner will identify specific resources and techniques that provide the ability to keep up with changes and trends occurring in academic libraries and the higher education industry, and establish the practice of keeping up for personal professional development.
· The learner will apply skills learned in this course for the successful practice of librarianship in an academic environment.
· The learner will be able to formulate an evaluation of the practices of an academic library.

If anyone has thoughts about learning outcomes that should be a part of an academic librarianship course but are not found here, please share your thoughts.

]]> By: Toni http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79057 Toni Mon, 12 May 2008 18:39:49 +0000 http://acrlog.org/?p=784#comment-79057 Since you can't include everything in 10-weeks, what about making it a two-quarter course? These topics ("human resource management, budgeting and other administrative subjects") are quite important, and were among the most valuable parts of my graduate program (Southern Connecticut). Since you can’t include everything in 10-weeks, what about making it a two-quarter course? These topics (”human resource management, budgeting and other administrative subjects”) are quite important, and were among the most valuable parts of my graduate program (Southern Connecticut).

]]> By: gps http://acrlog.org/2008/05/12/what-matters-in-an-academic-librarianship-course/comment-page-1/#comment-79053 gps Mon, 12 May 2008 18:01:34 +0000 http://acrlog.org/?p=784#comment-79053 Are course learning outcomes identified? Are course learning outcomes identified?

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