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Դ[NK<-䱆Dh1*΍'< bXj=:RꍩqZ\[7\mٮ&wcY~o򤊇\2= R--<32[4+;,MshD,Ie1)ᯏBL(b4vں\]ؒxܢ5_ݏ4U. ;?iV^]u7:}VyAv6I:ok?/.k 6{ M2J12b󘘆I:( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (? (   1@ Chart MSGraph.Chart.804Microsoft Graph 2000 ChartzAcademic Librarianship and the Redefining Scholarship ProjectF2Mary Curran, U. of Ottawa4 Todd Mundle, SFU6"CLA presentation D0Access 2001 presentation^JM. Jordan, Netspeed 2001 presentation/ 00DArialSans M9b6bbv 0b( 0_"DWingdings M9b6bbv 0b( 0_ DTimes New Roman6bbv 0b( 00DComic Sans MSn6bbv 0b( 0_B a .  @n?" dd@  @@`` h ` DO  ONMLKIJHG     FEDCBA@?>=<;:98765410/.-# 32"$wp1 ֨J͇R$[Z~GR$µ'b oYG $$$$R$}^AK yfR$&[ܜwiR$T%P11i/絯'OKSR$ZF>~ΊE:_'7S3RR${z? ;ER$\}#x]4Ʀ/+OR$r1 _h0Cm ~ R$ıa3m|Ȉg4}9Q  0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?0 f@8 g43d3dv 0bXppp@ <4!d!d` 0b|7bg4:d:dv 0bp@ pp<4BdBd` 0b|7j)buʚ;2Nʚ;<4dddd4b{ 0 bb___PPT9? %O =>} &Librarian-Scholars and the Boyer Model'' )David Fox & Linda Fritz November 10, 2001**e9Librarians and the Scholarship of Integration/Application:: David Fox November 10, 2001The discipline of librarianship sA distinct body of knowledge: classification of information collection management guidance and instruction of users,VVr8The role of librarians  The role of librarians is to add value to information resources by selecting, organizing, and assisting patrons in their use. This continues to be true regardless of the format or location of the information. Hence, the role of librarians in the future will not change, although the tools and technologies are constantly evolving. D. Fox, 1997 8fT D5  d 9Education for librarians Zpractitioners degree is MLS PhD  not normally required to practice many academic library positions require a second advanced degree - subject masters - professional degreeP(ahaa(a, ( Workload for librarians 40 hour week; 52 weeks/year like clinicians, extension specialists, administrators Considerable variation in assigned duties Some librarians have little time for scholarly work during normal work week6aaa The Living Job Description would be a big benefit to librarians! Acknowledge the heavy component of assigned duties Allow for wide variations in assigned duties facilitate assessment for permanent status, promotion, merit J&&aaa :(Scholarly communication in librarianship))( 120+ peer reviewed journals 300+ listservs and discussion forums local, regional, national, international associations annual conferences provide continuing educationJcccc(! { ;9Expectations of scholarly work for librarians at the UofS::5 1992 Standards: 3)  Practice of Professional Skills 3(b) scholarship exemplified by publications, presentations at meetings, etc. One of 13 factors 4)  Research and Scholarly Work requirement for promotion/perm status for Librarian IV %a!7c%ccHcc!c7cc, k =!Scholarly Expectations, continued " ! x2001 Revised Draft Standards: 5.2 Scholarly Work Scholarly work is expected of all librarians. Unlike traditional faculty research, a librarian s scholarly work usually derives from professional practice. Candidates for permanent status or promotion will engage in scholarly work appropriate to academic librarianship with the fundamental expectation that the results of scholarly work will be shared with other members of the profession and the academic community. A librarian s scholarly work may be in one or more but not necessarily all of the following areas: ~<cGgxcggcc< >Forms of scholarship ^a) applied scholarship: investigations of the practice within the library environment. Covers such areas as library organization and management practices, application of new technology, development of information delivery methods and services, application of teaching methods, development of standards for cataloguing and classification practices. Z^cgGcc,[  ?Forms of scholarship, continued   b) subject scholarship: research in the literature of specific disciplines resulting in the publication of bibliographies, resource lists, internet site evaluations, translations, books, articles, etc. Zcgcc @Forms of scholarship, continued   $c) theoretical/policy scholarship: exploration of issues leading to the development of theory, policy and standards of practice for the library community. For example: copyright for digital resources, electronic licensing agreements, equity and sustainability of information access. P%cgcc$ AForms of scholarship, continued    For the purposes of this document scholarly work means work which has been subjected to external peer review. This is the primary evidence in this category.^a"cJg0cc BThe Boyer model of scholarship   &c C'Academic librarians and the Boyer model(( '  no mention of librarians in Scholarship Reconsidered ! can we imagine scholarship without libraries and librarians? academic librarianship provides an excellent example of the scholarship of application:  the acquisition and dissemination of knowledge through practice. C cgcBbcc,s  D2Academic librarians and the Boyer model, continued"3) 2 JAcademic Librarianship and the Redefining Scholarship Project, ACRL, 1998 KKc=   !0=E(Scholarship of application: a case study")( ( RUofS Library EJournal Management System: Integration of the EJournal Database and the Catalogue Over 5000 full text titles Developed over a six month period Active collaboration by a team of librarians, library staff, computer programmer expertise required: license administration, cataloguing, user education, system design, programming *)Z*ZScD '   Q$Ejournal management system: features%%$ Ejournals approachable through the Catalogue, EJDB Searchable via title, subject, collection, vendor, publisher Alternate sources listed Online linking Link validation Status messages c  ^FXY[\]_`abcdS3Scholarship of application: a case study, continued"4* 3 Described in two presentations at national conferences in 2001 CLA presentation , June 2001 (D. Fox) Access 2001 presentation, Sept 2001 (D. Friesen) Peer reviewed Mary Curran, U. of Ottawa Todd Mundle, SFU l?W,?cWcc,cZ?'!0?P!0e}!0!0WOConference presentations vs. publication as a method of scholarly communicationPP P Conference presentation: reaches desired audience quickly M. Jordan, Netspeed 2001 presentation presentations are archived on conference website no copyright issues can be peer reviewed!p!&[c!c&c[c*: \!0:_R$Ejournal management system: features%%$ pIntuitive, user friendly Enormous amount of thought, design, technical expertise, license administration, ongoing maintenance involved in making ejournal access easy and transparent Many faculty may be enjoying online access to ejournals without realizing the Library s role in making those ejournals available. &89cLK 6   T/Ejournal management system: Is it scholarship?00/ a comprehensive resource discovery tool integrates and applies knowledge of several sub-disciplines of librarianship and computer science shared with other members of the profession and the library community subjected to external peer review c4 # V/Ejournal management system: Is it scholarship?00/ Meets the test of the Boyer model scholarship of application scholarship of integration Meets the test of the revised draft UofS Library Standards derived from professional practice shared with colleagues and the academic community subjected to external peer review Meets the the OSU  litmus test creative intellectual work, validated by peers and communicated"Z6Z;ZwZ Z@Z"c6c;cwc c@ c {f<Librarians and the Scholarship of Integration: The Catalogue== g Introduction t The library is a neglected resource little used by faculty and teachers alike. Ernest M. Boyer. College: the undergraduate experience in America. New York: Harper and Row, 1987.RTgR2#h Introduction  The library is of central importance to the institution. It is an organic combination of people, collections and buildings, whose purpose is to assist users in the process of transforming information into knowledge. *i Introduction f Information and knowledge are central to the attainment of any university s goals. The ways in which information is collected, stored, and distributed within the institution, will, in large measure, determine the level of success of scholarship and research. Association of College and Research Libraries.  Standards for university libraries: evaluation of performance. College and Research Library News, v. 30, September 1989.`ZZ s"j Introduction Question: If libraries are central to the university s mission, why are they so little used?> TSk Introduction bAnswer: The transparency of librarians workB ) $lHistoryIn the beginning was the book Focus of the work of early librarians Later came housing for the book Even later came the provision of access to the books in the collectionL&h&gmHistory1980s Libraries and librarians began to bridge the gap between electronic information and the user. Movement from role of custodian to role of translator TnHistoryG1990s Library user moves from seeking knowledge to seeking information*AAoHistory"2000  2001  Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information .(Z pHistoryfACRL Task Force on Information Literacy Competency Standards,  Information Literacy Competency Standards for Higher Education available at http://www.ala.org/acrl/ilintro.html"4,q The CatalogueQuestion: Who is the author of those classic American books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn?h w 2"r The Catalogue.Answer: Samuel Clemens or Mark Twain8 &&s The CatalogueThe library catalogue lets you use either name, with appropriate cross references. Cataloguers also research authors birth and death dates&R8t The CatalogueWThey establish uniform titles Bible. O.T. They establish series New Canadian Libraryd  u The CatalogueVQuestion: Where would you find The Toronto Stock Exchange in the telephone directory?.W Mv The CatalogueAnswer: Until recently: under  The In the catalogue, it will be under  Toronto What makes more sense?8 cLw The CatalogueThe taxonomy of a call number PR - English literature 4034 - Jane Austen .E54  Emma 1908  Published in 1908n- 0 " 0E +xELibrarians and the Scholarship of engagement Scholarship of teaching FD Information Literacy!AMERICAN LIBRARY ASSOCIATION 1989""  To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. $American Library Association-Information literate people know how knowledge is organized how to find information how to use information in such a way that others can learn from them Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand..!x.yInformation Literacy* Scholarship of Engagement Reference desk2zInformation Literacy 1Question: Where are the books about Shakespeare?8 ' '{Information Literacy.Quick answer: In the stacks in the north wing / #|Information LiteracyMore likely: Are you studying a play or a poem? Which one? Are you going to write an essay? How long is it? When is it due? Did your professor ask you to use peer reviewed journals? L  }Information LiteracyRDo you know what s/he means? Have you used an index? Result: student goes away with a search strategy, but doesn t really understand the role the librarian has played.45u5t~Information LiteracyNote: librarians bemoan the fact that they have a  correct answer rate of approximately 55%. These numbers often don t account for the fact that the original question can change quite dramatically during the reference interview.Information LiteracyScholarship of TeachingInformation Literacy It is not enough that the books are cared for properly, are well arranged, are never lost. It is not enough if the librarian can readily produce any book asked for. It is not enough that he can, when asked, give advice as to the best books in his collection on any given subject& He must put every facility in the way of the readers, so that they shall be led on from good to better.ZInformation LiteracyUniversity of Saskatchewan Library Standards for promotion and permanent status, June 2001: A librarian s teaching responsibilities and duties may be in one or more but not necessarily all of the following areas: J]y \xInformation Literacya) Individual instruction: Teaching that occurs at point of need for students/faculty; offered in support of course assignments and/or research needs; may involve face-to-face instruction, instruction to learners via phone/email/web.Information Literacyb) Single session class instruction: teaching that occurs in response to faculty or student request; usually offered in a classroom or computer lab setting; may be  generic instruction in information research methods or may involve instruction tailored to specific curricular areas or specific classes; offered both on and off campus.RRInformation Literacyc) Library instruction: teaching that is provided through a library program of instruction; involves teaching a number of sequenced sessions to develop the information literacy skills of students; sessions may be taught as stand alone sessions or as part of a total program delivery; the librarian is responsible for the design, development,content, delivery and evaluation of program sessions.Information Literacy#d) Integrated course instruction: teaching that occurs as a library component of a course; the librarian is responsible for content and delivery of the library component; number of class sessions and time allocation may vary subject to consultation between faculty and librarians involved.$$Information Literacye) Course instruction: teaching a course for which the librarian has full responsibility for course design and development, content, delivery, marking and assessment; may be a required course to complete degree requirements.Information LiteracyBut& 1998-2001 Collective Agreement between the University of Saskatchewan and the University of Saskatchewan Faculty AssociationInformation Literacy 18.4.6 Information on Candidates for Promotion. 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Jordan, Netspeed 2001 presentation/ 00DArialSans M3b 1bbv 0b( 0_"DWingdings M3b 1bbv 0b( 0_ DTimes New Roman 1bbv 0b( 00DComic Sans MSn 1bbv 0b( 0_B a .  @n?" dd@  @@`` h ` D  ONMLKIJH     FEDCBA@?>=<;:98765410/.-# 32"$wp1 ֨J͇R$[Z~GR$µ'b oYG $$$$R$}^AK yfR$&[ܜwiR$T%P11i/絯'OKSR$ZF>~ΊE:_'7S3RR${z? ;ER$\}#x]4Ʀ/+OR$r1 _h0Cm ~ R$ıa3m|Ȉg4}9Q  0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?0 f@8 g4CdCdv 0bbppp@ <4!d!d` 0b1bg4:d:dv 0bp@ pp<4BdBd` 0b1j)buʚ;2Nʚ;<4ddddb{ 0bb___PPT9? %O =:} &Librarian-Scholars and the Boyer Model'' )David Fox & Linda Fritz November 10, 2001**e9Librarians and the Scholarship of Integration/Application:: David Fox November 10, 2001The discipline of librarianship sA distinct body of knowledge: classification of information collection management guidance and instruction of users,VVr8The role of librarians  The role of librarians is to add value to information resources by selecting, organizing, and assisting patrons in their use. This continues to be true regardless of the format or location of the information. Hence, the role of librarians in the future will not change, although the tools and technologies are constantly evolving. D. Fox, 1997 8fT J5  d 9Education for librarians Zpractitioners degree is MLS PhD  not normally required to practice many academic library positions require a second advanced degree - subject masters - professional degreeP(ahaa(a, ( Workload for librarians 40 hour week; 52 weeks/year like clinicians, extension specialists, administrators Considerable variation in assigned duties Some librarians have little time for scholarly work during normal work week6aaa The Living Job Description would be a big benefit to librarians! Acknowledge the heavy component of assigned duties Allow for wide variations in assigned duties facilitate assessment for permanent status, promotion, merit J&&aaa :(Scholarly communication in librarianship))(  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~     D !"$%&'()*+,-./012CEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|~Root EntrydO)CrPictures Current Useri;SummaryInformation( PowerPoint Document(vDocumentSummaryInformation8+`  1@ Chart MSGraph.Chart.804Microsoft Graph 2000 ChartzAcademic Librarianship and the Redefining Scholarship ProjectF2Mary Curran, U. of Ottawa4 Todd Mundle, SFU6"CLA presentation D0Access 2001 presentation^JM. Jordan, Netspeed 2001 presentation/ 00DArialSans M9b6bbv 0b( 0_"DWingdings M9b6bbv 0b( 0_ DTimes New Roman6bbv 0b( 00DComic Sans MSn6bbv 0b( 0_B a .  @n?" dd@  @@`` h ` DO  ONMLKIJHG     FEDCBA@?>=<;:98765410/.-# 32"$wp1 ֨J͇R$[Z~GR$µ'b oYG $$$$R$}^AK yfR$&[ܜwiR$T%P11i/絯'OKSR$ZF>~ΊE:_'7S3RR${z? ;ER$\}#x]4Ʀ/+OR$r1 _h0Cm ~ R$ıa3m|Ȉg4}9Q  0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?0 f@8 g43d3dv 0bXppp@ <4!d!d` 0b|7bg4:d:dv 0bp@ pp<4BdBd` 0b|7j)buʚ;2Nʚ;<4dddd4b{ 0 bb___PPT9? %O =>} &Librarian-Scholars and the Boyer Model'' )David Fox & Linda Fritz November 10, 2001**e9Librarians and the Scholarship of Integration/Application:: David Fox November 10, 2001The discipline of librarianship sA distinct body of knowledge: classification of information collection management guidance and instruction of users,VVr8The role of librarians  The role of librarians is to add value to information resources by selecting, organizing, and assisting patrons in their use. This continues to be true regardless of the format or location of the information. Hence, the role of librarians in the future will not change, although the tools and technologies are constantly evolving. D. Fox, 1997 8fT D5  d 9Education for librarians Zpractitioners degree is MLS PhD  not normally required to practice many academic library positions require a second advanced degree - subject masters - professional degreeP(ahaa(a, ( Workload for librarians 40 hour week; 52 weeks/year like clinicians, extension specialists, administrators Considerable variation in assigned duties Some librarians have little time for scholarly work during normal work week6aaa The Living Job Description would be a big benefit to librarians! Acknowledge the heavy component of assigned duties Allow for wide variations in assigned duties facilitate assessment for permanent status, promotion, merit J&&aaa :(Scholarly communication in librarianship))( 120+ peer reviewed journals 300+ listservs and discussion forums local, regional, national, international associations annual conferences provide continuing educationJcccc(! { ;9Expectations of scholarly work for librarians at the UofS::5 1992 Standards: 3)  Practice of Professional Skills 3(b) scholarship exemplified by publications, presentations at meetings, etc. One of 13 factors 4)  Research and Scholarly Work requirement for promotion/perm status for Librarian IV %a!7c%ccHcc!c7cc, k =!Scholarly Expectations, continued " ! x2001 Revised Draft Standards: 5.2 Scholarly Work Scholarly work is expected of all librarians. Unlike traditional faculty research, a librarian s scholarly work usually derives from professional practice. Candidates for permanent status or promotion will engage in scholarly work appropriate to academic librarianship with the fundamental expectation that the results of scholarly work will be shared with other members of the profession and the academic community. A librarian s scholarly work may be in one or more but not necessarily all of the following areas: ~<cGgxcggcc< >Forms of scholarship ^a) applied scholarship: investigations of the practice within the library environment. Covers such areas as library organization and management practices, application of new technology, development of information delivery methods and services, application of teaching methods, development of standards for cataloguing and classification practices. Z^cgGcc,[  ?Forms of scholarship, continued   b) subject scholarship: research in the literature of specific disciplines resulting in the publication of bibliographies, resource lists, internet site evaluations, translations, books, articles, etc. Zcgcc @Forms of scholarship, continued   $c) theoretical/policy scholarship: exploration of issues leading to the development of theory, policy and standards of practice for the library community. For example: copyright for digital resources, electronic licensing agreements, equity and sustainability of information access. P%cgcc$ AForms of scholarship, continued    For the purposes of this document scholarly work means work which has been subjected to external peer review. This is the primary evidence in this category.^a"cJg0cc BThe Boyer model of scholarship   &c C'Academic librarians and the Boyer model(( '  no mention of librarians in Scholarship Reconsidered ! can we imagine scholarship without libraries and librarians? academic librarianship provides an excellent example of the scholarship of application:  the acquisition and dissemination of knowledge through practice. C cgcBbcc,s  D2Academic librarians and the Boyer model, continued"3) 2 JAcademic Librarianship and the Redefining Scholarship Project, ACRL, 1998 KKc=   !0=E(Scholarship of application: a case study")( ( RUofS Library EJournal Management System: Integration of the EJournal Database and the Catalogue Over 5000 full text titles Developed over a six month period Active collaboration by a team of librarians, library staff, computer programmer expertise required: license administration, cataloguing, user education, system design, programming *)Z*ZScD '   Q$Ejournal management system: features%%$ Ejournals approachable through the Catalogue, EJDB Searchable via title, subject, collection, vendor, publisher Alternate sources listed Online linking Link validation Status messages c  ^FXY[\]_`abcdS3Scholarship of application: a case study, continued"4* 3 Described in two presentations at national conferences in 2001 CLA presentation , June 2001 (D. Fox) Access 2001 presentation, Sept 2001 (D. Friesen) Peer reviewed Mary Curran, U. of Ottawa Todd Mundle, SFU l?W,?cWcc,cZ?'!0?P!0e}!0!0WOConference presentations vs. publication as a method of scholarly communicationPP P Conference presentation: reaches desired audience quickly M. Jordan, Netspeed 2001 presentation presentations are archived on conference website no copyright issues can be peer reviewed!p!&[c!c&c[c*: \!0:_R$Ejournal management system: features%%$ pIntuitive, user friendly Enormous amount of thought, design, technical expertise, license administration, ongoing maintenance involved in making ejournal access easy and transparent Many faculty may be enjoying online access to ejournals without realizing the Library s role in making those ejournals available. &89cLK 6   T/Ejournal management system: Is it scholarship?00/ a comprehensive resource discovery tool integrates and applies knowledge of several sub-disciplines of librarianship and computer science shared with other members of the profession and the library community subjected to external peer review c4 # V/Ejournal management system: Is it scholarship?00/ Meets the test of the Boyer model scholarship of application scholarship of integration Meets the test of the revised draft UofS Library Standards derived from professional practice shared with colleagues and the academic community subjected to external peer review Meets the the OSU  litmus test creative intellectual work, validated by peers and communicated"Z6Z;ZwZ Z@Z"c6c;cwc c@ c {f<Librarians and the Scholarship of Integration: The Catalogue== g Introduction t The library is a neglected resource little used by faculty and teachers alike. Ernest M. Boyer. College: the undergraduate experience in America. New York: Harper and Row, 1987.RTgR2#h Introduction  The library is of central importance to the institution. It is an organic combination of people, collections and buildings, whose purpose is to assist users in the process of transforming information into knowledge. *i Introduction f Information and knowledge are central to the attainment of any university s goals. The ways in which information is collected, stored, and distributed within the institution, will, in large measure, determine the level of success of scholarship and research. Association of College and Research Libraries.  Standards for university libraries: evaluation of performance. College and Research Library News, v. 30, September 1989.`ZZ s"j Introduction Question: If libraries are central to the university s mission, why are they so little used?> TSk Introduction bAnswer: The transparency of librarians workB ) $lHistoryIn the beginning was the book Focus of the work of early librarians Later came housing for the book Even later came the provision of access to the books in the collectionL&h&gmHistory1980s Libraries and librarians began to bridge the gap between electronic information and the user. Movement from role of custodian to role of translator TnHistoryG1990s Library user moves from seeking knowledge to seeking information*AAoHistory"2000  2001  Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information .(Z pHistoryfACRL Task Force on Information Literacy Competency Standards,  Information Literacy Competency Standards for Higher Education available at http://www.ala.org/acrl/ilintro.html"4,q The CatalogueQuestion: Who is the author of those classic American books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn?h w 2"r The Catalogue.Answer: Samuel Clemens or Mark Twain8 &&s The CatalogueThe library catalogue lets you use either name, with appropriate cross references. Cataloguers also research authors birth and death dates&R8t The CatalogueWThey establish uniform titles Bible. O.T. They establish series New Canadian Libraryd  u The CatalogueVQuestion: Where would you find The Toronto Stock Exchange in the telephone directory?.W Mv The CatalogueAnswer: Until recently: under  The In the catalogue, it will be under  Toronto What makes more sense?8 cLw The CatalogueThe taxonomy of a call number PR - English literature 4034 - Jane Austen .E54  Emma 1908  Published in 1908n- 0 " 0E +xELibrarians and the Scholarship of engagement Scholarship of teaching FD Information Literacy!AMERICAN LIBRARY ASSOCIATION 1989""  To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. $American Library Association-Information literate people know how knowledge is organized how to find information how to use information in such a way that others can learn from them Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand..!x.#yInformation Literacy* Scholarship of Engagement Reference desk2zInformation Literacy 1Question: Where are the books about Shakespeare?8 ' '{Information Literacy.Quick answer: In the stacks in the north wing / #|Information LiteracyMore likely: Are you studying a play or a poem? Which one? Are you going to write an essay? How long is it? When is it due? Did your professor ask you to use peer reviewed journals? L  }Information LiteracyRDo you know what s/he means? Have you used an index? Result: student goes away with a search strategy, but doesn t really understand the role the librarian has played.45u5t~Information LiteracyNote: librarians bemoan the fact that they have a  correct answer rate of approximately 55%. These numbers often don t account for the fact that the original question can change quite dramatically during the reference interview.Information LiteracyScholarship of TeachingInformation Literacy It is not enough that the books are cared for properly, are well arranged, are never lost. It is not enough if the librarian can readily produce any book asked for. It is not enough that he can, when asked, give advice as to the best books in his collection on any given subject& He must put every facility in the way of the readers, so that they shall be led on from good to better.ZInformation LiteracyUniversity of Saskatchewan Library Standards for promotion and permanent status, June 2001: A librarian s teaching responsibilities and duties may be in one or more but not necessarily all of the following areas: J]y \xInformation Literacya) Individual instruction: Teaching that occurs at point of need for students/faculty; offered in support of course assignments and/or research needs; may involve face-to-face instruction, instruction to learners via phone/email/web.Information Literacyb) Single session class instruction: teaching that occurs in response to faculty or student request; usually offered in a classroom or computer lab setting; may be  generic instruction in information research methods or may involve instruction tailored to specific curricular areas or specific classes; offered both on and off campus.RRInformation Literacyc) Library instruction: teaching that is provided through a library program of instruction; involves teaching a number of sequenced sessions to develop the information literacy skills of students; sessions may be taught as stand alone sessions or as part of a total program delivery; the librarian is responsible for the design, development,content, delivery and evaluation of program sessions.Information Literacy#d) Integrated course instruction: teaching that occurs as a library component of a course; the librarian is responsible for content and delivery of the library component; number of class sessions and time allocation may vary subject to consultation between faculty and librarians involved.$$Information Literacye) Course instruction: teaching a course for which the librarian has full responsibility for course design and development, content, delivery, marking and assessment; may be a required course to complete degree requirements.Information LiteracyBut& 1998-2001 Collective Agreement between the University of Saskatchewan and the University of Saskatchewan Faculty AssociationInformation Literacy 18.4.6 Information on Candidates for Promotion. (i) teaching shall not normally be a criterion for promotion of librariansH(PInformation LiteracyHe must teach them how, after studying their own wants, they may themselves select their reading wisely. Melvil Dewey, a librarian with an interest in simplified spelling Melvil Dewey.  The profession . American Library Journal, v. 1, September 30, 1876.bjkB",k;O Conclusion ! Perhaps we are too transparent!0"($$rI I(   1; Chart MSGraph.Chart.804Microsoft Graph 2000 ChartzAcademic Librarianship and the Redefining Scholarship ProjectF2Mary Curran, U. of Ottawa4  !"#$%&'()*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgh Oh+'0\ px  4@ ` l x 3History of Electronic Resources at UofS Librariesi David Fox ENc:\Program Files\Microsoft Office\Templates\Presentation Designs\Capsules.pot\ David Fox F349Microsoft PowerPointoso@O/~@@(\'@CrGg  UX& &&#TNPP`2OMi & TNPP &&TNPP    - "-- !-- "-ZZ--- !--- - &Hhj2--X$*hijptyeYPJIHIJPYet(.0000.+(<KW`fhhhf`WK<y+pjih--& &}}#&}e%-3f-$ccc#c#}#}#}}--&&b%-3f-$ puy| }|yu"p#b#b--&&&& & {& -- H-- @BComic Sans MS- 3f.2 a Librarian  . 3f. 2 -. 3f.12 3Scholars and the Boyer Model % .--l3-- 3f@BComic Sans MS- ff.*2 David Fox & Linda Fritz       . ff.!2 November 10, 2001  .--"System-&TNPP & ՜.+,D՜.+,x 4     On-screen Shown-sM 120+ peer reviewed journals 300+ listservs and discussion forums local, regional, national, international associations annual conferences provide continuing educationJcccc(! { ;9Expectations of scholarly work for librarians at the UofS:: 5 1992 Standards: 3)  Practice of Professional Skills 3(b) scholarship exemplified by publications, presentations at meetings, etc. One of 13 factors 4)  Research and Scholarly Work requirement for promotion/perm status for Librarian IV %a!7c%ccHcc!c7cc, k =!Scholarly Expectations, continued " ! x2001 Revised Draft Standards: 5.2 Scholarly Work Scholarly work is expected of all librarians. Unlike traditional faculty research, a librarian s scholarly work usually derives from professional practice. Candidates for permanent status or promotion will engage in scholarly work appropriate to academic librarianship with the fundamental expectation that the results of scholarly work will be shared with other members of the profession and the academic community. A librarian s scholarly work may be in one or more but not necessarily all of the following areas: ~<cGgxcggcc< >Forms of scholarship ^a) applied scholarship: investigations of the practice within the library environment. Covers such areas as library organization and management practices, application of new technology, development of information delivery methods and services, application of teaching methods, development of standards for cataloguing and classification practices. Z^cgGcc,[  ?Forms of scholarship, continued   b) subject scholarship: research in the literature of specific disciplines resulting in the publication of bibliographies, resource lists, internet site evaluations, translations, books, articles, etc. Zcgcc @Forms of scholarship, continued   $c) theoretical/policy scholarship: exploration of issues leading to the development of theory, policy and standards of practice for the library community. For example: copyright for digital resources, electronic licensing agreements, equity and sustainability of information access. P%cgcc$ AForms of scholarship, continued    For the purposes of this document scholarly work means work which has been subjected to external peer review. This is the primary evidence in this category.^a"cJg0cc BThe Boyer model of scholarship   &c C'Academic librarians and the Boyer model(( '  no mention of librarians in Scholarship Reconsidered ! can we imagine scholarship without libraries and librarians? academic librarianship provides an excellent example of the scholarship of application:  the acquisition and dissemination of knowledge through practice. C cgcBbcc,s  D2Academic librarians and the Boyer model, continued"3) 2 JAcademic Librarianship and the Redefining Scholarship Project, ACRL, 1998 KKc=   !0=E(Scholarship of application: a case study")( ( RUofS Library EJournal Management System: Integration of the EJournal Database and the Catalogue Over 5000 full text titles Developed over a six month period Active collaboration by a team of librarians, library staff, computer programmer expertise required: license administration, cataloguing, user education, system design, programming *)Z*ZScD '   Q$Ejournal management system: features%%$ Ejournals approachable through the Catalogue, EJDB Searchable via title, subject, collection, vendor, publisher Alternate sources listed Online linking Link validation Status messages c  ^FXY[\]_`abcdS3Scholarship of application: a case study, continued"4* 3 Described in two presentations at national conferences in 2001 CLA presentation , June 2001 (D. Fox) Access 2001 presentation, Sept 2001 (D. Friesen) Peer reviewed Mary Curran, U. of Ottawa Todd Mundle, SFU l?W,?cWcc,cZ?'!0?P!0e}!0!0WOConference presentations vs. publication as a method of scholarly communicationPPP Conference presentation: reaches desired audience quickly M. Jordan, Netspeed 2001 presentation presentations are archived on conference website no copyright issues can be peer reviewed!p!&[c!c&c[c*: \!0:_R$Ejournal management system: features%%$ pIntuitive, user friendly Enormous amount of thought, design, technical expertise, license administration, ongoing maintenance involved in making ejournal access easy and transparent Many faculty may be enjoying online access to ejournals without realizing the Library s role in making those ejournals available. &89cLK 6   T/Ejournal management system: Is it scholarship?00/ a comprehensive resource discovery tool integrates and applies knowledge of several sub-disciplines of librarianship and computer science shared with other members of the profession and the library community subjected to external peer review c4 # V/Ejournal management system: Is it scholarship?00/ Meets the test of the Boyer model scholarship of application scholarship of integration Meets the test of the revised draft UofS Library Standards derived from professional practice shared with colleagues and the academic community subjected to external peer review Meets the OSU  litmus test creative intellectual work, validated by peers and communicated"Z6Z;ZwZZ@Z"c6c;cwcc@ c {f<Librarians and the Scholarship of Integration: The Catalogue== g Introduction t The library is a neglected resource little used by faculty and teachers alike. Ernest M. Boyer. College: the undergraduate experience in America. New York: Harper and Row, 1987.NTgR2#h Introduction  The library is of central importance to the institution. It is an organic combination of people, collections and buildings, whose purpose is to assist users in the process of transforming information into knowledge. *i Introduction f Information and knowledge are central to the attainment of any university s goals. The ways in which information is collected, stored, and distributed within the institution, will, in large measure, determine the level of success of scholarship and research. Association of College and Research Libraries.  Standards for university libraries: evaluation of performance. College and Research Library News, v. 30, September 1989.`ZZ s"j Introduction Question: If libraries are central to the university s mission, why are they so little used?> TSk Introduction bAnswer: The transparency of librarians workB ) $lHistoryIn the beginning was the book Focus of the work of early librarians Later came housing for the book Even later came the provision of access to the books in the collectionL&h&gmHistory1980s Libraries and librarians began to bridge the gap between electronic information and the user. Movement from role of custodian to role of translator TnHistoryG1990s Library user moves from seeking knowledge to seeking information*AAoHistory"2000  2001  Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information .(Z pHistoryfACRL Task Force on Information Literacy Competency Standards,  Information Literacy Competency Standards for Higher Education available at http://www.ala.org/acrl/ilintro.html"4,q The CatalogueQuestion: Who is the author of those classic American books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn?h w 2"r The Catalogue.Answer: Samuel Clemens or Mark Twain8 &&s The CatalogueThe library catalogue lets you use either name, with appropriate cross references. Cataloguers also research authors birth and death dates&R8t The CatalogueWThey establish uniform titles Bible. O.T. They establish series New Canadian Libraryd  u The CatalogueVQuestion: Where would you find The Toronto Stock Exchange in the telephone directory?.W Mv The CatalogueAnswer: Until recently: under  The In the catalogue, it will be under  Toronto What makes more sense?8 cLw The CatalogueThe taxonomy of a call number PR - English literature 4034 - Jane Austen .E54  Emma 1908  Published in 1908n- 0 " 0E +xELibrarians and the Scholarship of engagement Scholarship of teaching FD Information Literacy!AMERICAN LIBRARY ASSOCIATION 1989""  To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. $American Library Association-Information literate people know how knowledge is organized how to find information how to use information in such a way that others can learn from them Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand..!x.yInformation Literacy* Scholarship of Engagement Reference desk2zInformation Literacy 1Question: Where are the books about Shakespeare?8 ' '{Information Literacy.Quick answer: In the stacks in the north wing / #|Information LiteracyMore likely: Are you studying a play or a poem? Which one? Are you going to write an essay? How long is it? When is it due? Did your professor ask you to use peer reviewed journals? L  }Information LiteracyRDo you know what s/he means? Have you used an index? Result: student goes away with a search strategy, but doesn t really understand the role the librarian has played.45u5t~Information LiteracyNote: librarians bemoan the fact that they have a  correct answer rate of approximately 55%. These numbers often don t account for the fact that the original question can change quite dramatically during the reference interview.Information LiteracyScholarship of TeachingInformation Literacy It is not enough that the books are cared for properly, are well arranged, are never lost. It is not enough if the librarian can readily produce any book asked for. It is not enough that he can, when asked, give advice as to the best books in his collection on any given subject& He must put every facility in the way of the readers, so that they shall be led on from good to better.ZInformation LiteracyUniversity of Saskatchewan Library Standards for promotion and permanent status, June 2001: A librarian s teaching responsibilities and duties may be in one or more but not necessarily all of the following areas: J]y \xInformation Literacya) Individual instruction: Teaching that occurs at point of need for students/faculty; offered in support of course assignments and/or research needs; may involve face-to-face instruction, instruction to learners via phone/email/web.Information Literacyb) Single session class instruction: teaching that occurs in response to faculty or student request; usually offered in a classroom or computer lab setting; may be  generic instruction in information research methods or may involve instruction tailored to specific curricular areas or specific classes; offered both on and off campus.RRInformation Literacyc) Library instruction: teaching that is provided through a library program of instruction; involves teaching a number of sequenced sessions to develop the information literacy skills of students; sessions may be taught as stand alone sessions or as part of a total program delivery; the librarian is responsible for the design, development,content, delivery and evaluation of program sessions.Information Literacy#d) Integrated course instruction: teaching that occurs as a library component of a course; the librarian is responsible for content and delivery of the library component; number of class sessions and time allocation may vary subject to consultation between faculty and librarians involved.$$Information Literacye) Course instruction: teaching a course for which the librarian has full responsibility for course design and development, content, delivery, marking and assessment; may be a required course to complete degree requirements.Information LiteracyBut& 1998-2001 Collective Agreement between the University of Saskatchewan and the University of Saskatchewan Faculty AssociationInformation Literacy 18.4.6 Information on Candidates for Promotion. (i) teaching shall not normally be a criterion for promotion of librariansH(PInformation LiteracyHe must teach them how, after studying their own wants, they may themselves select their reading wisely. Melvil Dewey, a librarian with an interest in simplified spelling Melvil Dewey.  The profession . American Library Journal, v. 1, September 30, 1876.`jkB",k;O Conclusion ! Perhaps we are too transparent!0"($$   T\(  Tx T c $@    T c $@<$0  H T 0޽h ? 3f3fffZZ3ff̙rnV Ap(   1; Chart MSGraph.Chart.804Microsoft Graph 2000 ChartzAcademic Librarianship and the Redefining Scholarship ProjectF2Mary Curran, U. of Ottawa4 Todd Mundle, SFU6"CLA presentation D0Access 2001 presentation^JM. Jordan, Netspeed 2001 presentation/ 00DArialSans M3b 1bbv 0b( 0_"DWingdings M3b 1bbv 0b( 0_ DTimes New Roman 1bbv 0b( 00DComic Sans MSn 1bbv 0b( 0_B a .  @n?" dd@  @@`` h ` DO   !"#$'%(&     )*+,-./0123456789:;>?@ABLO<="$wp1 ֨J͇R$[Z~GR$µ'b oYG $$$$R$}^AK yfR$&[ܜwiR$T%P11i/絯'OKSR$ZF>~ΊE:_'7S3RR${z? ;ER$\}#x]4Ʀ/+OR$r1 _h0Cm ~ R$ıa3m|Ȉg4}9Q  0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?0 f@8 g4CdCdv 0bbppp@ <4!d!d` 0b1bg4:d:dv 0bp@ pp<4BdBd` 0b1j)buʚ;2Nʚ;<4ddddb{ 0bb___PPT9? %O =6} &Librarian-Scholars and the Boyer Model'' )David Fox & Linda Fritz November 10, 2001**e9Librarians and the Scholarship of Integration/Application:: David Fox November 10, 2001The discipline of librarianship sA distinct body of knowledge: classification of information collection management guidance and instruction of users,VVr8The role of librarians  The role of librarians is to add value to information resources by selecting, organizing, and assisting patrons in their use. This continues to be true regardless of the format or location of the information. Hence, the role of librarians in the future will not change, although the tools and technologies are constantly evolving. D. Fox, 1997 8fT D5  d 9Education for librarians Zpractitioners degree is MLS PhD  not normally required to practice many academic library positions require a second advanced degree - subject masters - professional degreeP(ahaa(a, ( Workload for librarians 40 hour week; 52 weeks/year like clinicians, extension specialists, administrators Considerable variation in assigned duties Some librarians have little time for scholarly work during normal work week6aaa The Living Job Description would be a big benefit to librarians! Acknowledge the heavy component of assigned duties Allow for wide variations in assigned duties facilitate assessment for permanent status, promotion, merit J&&aaa :(Scholarly communication in librarianship))( 120+ peer reviewed journals 300+ listservs and discussion forums local, regional, national, international associations annual conferences provide continuing educationJcccc(! { ;9Expectations of scholarly work for librarians at the UofS::5 1992 Standards: 3)  Practice of Professional Skills 3(b) scholarship exemplified by publications, presentations at meetings, etc. One of 13 factors 4)  Research and Scholarly Work requirement for promotion/perm status for Librarian IV %a!7c%ccHcc!c7cc, k =!Scholarly Expectations, continued " ! x2001 Revised Draft Standards: 5.2 Scholarly Work Scholarly work is expected of all librarians. Unlike traditional faculty research, a librarian s scholarly work usually derives from professional practice. Candidates for permanent status or promotion will engage in scholarly work appropriate to academic librarianship with the fundamental expectation that the results of scholarly work will be shared with other members of the profession and the academic community. A librarian s scholarly work may be in one or more but not necessarily all of the following areas: ~<cGgxcggcc< >Forms of scholarship ^a) applied scholarship: investigations of the practice within the library environment. Covers such areas as library organization and management practices, application of new technology, development of information delivery methods and services, application of teaching methods, development of standards for cataloguing and classification practices. Z^cgGcc,[  ?Forms of scholarship, continued   b) subject scholarship: research in the literature of specific disciplines resulting in the publication of bibliographies, resource lists, internet site evaluations, translations, books, articles, etc. Zcgcc @Forms of scholarship, continued   $c) theoretical/policy scholarship: exploration of issues leading to the development of theory, policy and standards of practice for the library community. For example: copyright for digital resources, electronic licensing agreements, equity and sustainability of information access. P%cgcc$ AForms of scholarship, continued    For the purposes of this document scholarly work means work which has been subjected to external peer review. This is the primary evidence in this category.^a"cJg0cc BThe Boyer model of scholarship   &c C'Academic librarians and the Boyer model(( '  no mention of librarians in Scholarship Reconsidered ! can we imagine scholarship without libraries and librarians? academic librarianship provides an excellent example of the scholarship of application:  the acquisition and dissemination of knowledge through practice. C cgcBbcc,s  D2Academic librarians and the Boyer model, continued"3) 2 JAcademic Librarianship and the Redefining Scholarship Project, ACRL, 1998 KKc=   !0=E(Scholarship of application: a case study")( ( RUofS Library EJournal Management System: Integration of the EJournal Database and the Catalogue Over 5000 full text titles Developed over a six month period Active collaboration by a team of librarians, library staff, computer programmer expertise required: license administration, cataloguing, user education, system design, programming *)Z*ZScD '   Q$Ejournal management system: features%%$ Ejournals approachable through the Catalogue, EJDB Searchable via title, subject, collection, vendor, publisher Alternate sources listed Online linking Link validation Status messages c  ^FXY[\]_`abcdS3Scholarship of application: a case study, continued"4* 3 Described in two presentations at national conferences in 2001 CLA presentation , June 2001 (D. Fox) Access 2001 presentation, Sept 2001 (D. Friesen) Peer reviewed Mary Curran, U. of Ottawa Todd Mundle, SFU l?W,?cWcc,cZ?'!0?P!0e}!0!0WOConference presentations vs. publication as a method of scholarly communicationPP P Conference presentation: reaches desired audience quickly M. Jordan, Netspeed 2001 presentation presentations are archived on conference website no copyright issues can be peer reviewed!p!&[c!c&c[c*: \!0:_R$Ejournal management system: features%%$ pIntuitive, user friendly Enormous amount of thought, design, technical expertise, license administration, ongoing maintenance involved in making ejournal access easy and transparent Many faculty may be enjoying online access to ejournals without realizing the Library s role in making those ejournals available. &89cLK 6   T/Ejournal management system: Is it scholarship?00/ a comprehensive resource discovery tool integrates and applies knowledge of several sub-disciplines of librarianship and computer science shared with other members of the profession and the library community subjected to external peer review c4 # V/Ejournal management system: Is it scholarship?00/ Meets the test of the Boyer model scholarship of application scholarship of integration Meets the test of the revised draft UofS Library Standards derived from professional practice shared with colleagues and the academic community subjected to external peer review Meets the OSU  litmus test creative intellectual work, validated by peers and communicated"Z6Z;ZwZZ@Z"c6c;cwcc@ c {f<Librarians and the Scholarship of Integration: The Catalogue== g Introduction t The library is a neglected resource little used by faculty and teachers alike. Ernest M. Boyer. College: the undergraduate experience in America. New York: Harper and Row, 1987.RTgR2#h Introduction  The library is of central importance to the institution. It is an organic combination of people, collections and buildings, whose purpose is to assist users in the process of transforming information into knowledge. *i Introduction f Information and knowledge are central to the attainment of any university s goals. The ways in which information is collected, stored, and distributed within the institution, will, in large measure, determine the level of success of scholarship and research. Association of College and Research Libraries.  Standards for university libraries: evaluation of performance. College and Research Library News, v. 30, September 1989.`ZZ s"j Introduction Question: If libraries are central to the university s mission, why are they so little used?> TSk Introduction bAnswer: The transparency of librarians workB ) $lHistoryIn the beginning was the book Focus of the work of early librarians Later came housing for the book Even later came the provision of access to the books in the collectionL&h&gmHistory1980s Libraries and librarians began to bridge the gap between electronic information and the user. Movement from role of custodian to role of translator TnHistoryG1990s Library user moves from seeking knowledge to seeking information*AAoHistory"2000  2001  Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize and maintain collections and      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`ab many points of access to information; and provide instruction to students and faculty who seek information .(Z pHistoryfACRL Task Force on Information Literacy Competency Standards,  Information Literacy Competency Standards for Higher Education available at http://www.ala.org/acrl/ilintro.html"4,q The CatalogueQuestion: Who is the author of those classic American books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn?h w 2"r The Catalogue.Answer: Samuel Clemens or Mark Twain8 &&s The CatalogueThe library catalogue lets you use either name, with appropriate cross references. Cataloguers also research authors birth and death dates&R8t The CatalogueWThey establish uniform titles Bible. O.T. They establish series New Canadian Libraryd  u The CatalogueVQuestion: Where would you find The Toronto Stock Exchange in the telephone directory?.W Mv The CatalogueAnswer: Until recently: under  The In the catalogue, it will be under  Toronto What makes more sense?8 cLw The CatalogueThe taxonomy of a call number PR - English literature 4034 - Jane Austen .E54  Emma 1908  Published in 1908n- 0 " 0E +xELibrarians and the Scholarship of engagement Scholarship of teaching FD Information Literacy!AMERICAN LIBRARY ASSOCIATION 1989""  To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. $American Library Association-Information literate people know how knowledge is organized how to find information how to use information in such a way that others can learn from them Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand..!x.yInformation Literacy* Scholarship of Engagement Reference desk2zInformation Literacy 1Question: Where are the books about Shakespeare?8 ' '{Information Literacy.Quick answer: In the stacks in the north wing / #|Information LiteracyMore likely: Are you studying a play or a poem? Which one? Are you going to write an essay? How long is it? When is it due? Did your professor ask you to use peer reviewed journals? L  }Information LiteracyRDo you know what s/he means? Have you used an index? Result: student goes away with a search strategy, but doesn t really understand the role the librarian has played.45u5t~Information LiteracyNote: librarians bemoan the fact that they have a  correct answer rate of approximately 55%. These numbers often don t account for the fact that the original question can change quite dramatically during the reference interview.Information LiteracyScholarship of TeachingInformation Literacy It is not enough that the books are cared for properly, are well arranged, are never lost. It is not enough if the librarian can readily produce any book asked for. It is not enough that he can, when asked, give advice as to the best books in his collection on any given subject& He must put every facility in the way of the readers, so that they shall be led on from good to better.ZInformation LiteracyUniversity of Saskatchewan Library Standards for promotion and permanent status, June 2001: A librarian s teaching responsibilities and duties may be in one or more but not necessarily all of the following areas: J]y \xInformation Literacya) Individual instruction: Teaching that occurs at point of need for students/faculty; offered in support of course assignments and/or research needs; may involve face-to-face instruction, instruction to learners via phone/email/web.Information Literacyb) Single session class instruction: teaching that occurs in response to faculty or student request; usually offered in a classroom or computer lab setting; may be  generic instruction in information research methods or may involve instruction tailored to specific curricular areas or specific classes; offered both on and off campus.RRInformation Literacyc) Library instruction: teaching that is provided through a library program of instruction; involves teaching a number of sequenced sessions to develop the information literacy skills of students; sessions may be taught as stand alone sessions or as part of a total program delivery; the librarian is responsible for the design, development,content, delivery and evaluation of program sessions.Information Literacy#d) Integrated course instruction: teaching that occurs as a library component of a course; the librarian is responsible for content and delivery of the library component; number of class sessions and time allocation may vary subject to consultation between faculty and librarians involved.$$Information Literacye) Course instruction: teaching a course for which the librarian has full responsibility for course design and development, content, delivery, marking and assessment; may be a required course to complete degree requirements.Information LiteracyBut& 1998-2001 Collective Agreement between the University of Saskatchewan and the University of Saskatchewan Faculty AssociationInformation Literacy 18.4.6 Information on Candidates for Promotion. (i) teaching shall not normally be a criterion for promotion of librariansH(PInformation LiteracyHe must teach them how, after studying their own wants, they may themselves select their reading wisely. Melvil Dewey, a librarian with an interest in simplified spelling Melvil Dewey.  The profession . American Library Journal, v. 1, September 30, 1876.bjkB",k;O Conclusion ! Perhaps we are too transparent!0"($$r}pV Yp(   1; Chart MSGraph.Chart.804Microsoft Graph 2000 ChartzAcademic Librarianship and the Redefining Scholarship ProjectF2Mary Curran, U. of Ottawa4 Todd Mundle, SFU6"CLA presentation D0Access 2001 presentation^JM. Jordan, Netspeed 2001 presentation/ 00DArialSans M3b 1bbv 0b( 0_"DWingdings M3b 1bbv 0b( 0_ DTimes New Roman 1bbv 0b( 00DComic Sans MSn 1bbv 0b( 0_B a .  @n?" dd@  @@`` h ` DO   !"#$'%(&     )*+,-./0123456789:;>?@ABLO<="$wp1 ֨J͇R$[Z~GR$µ'b oYG $$$$R$}^AK yfR$&[ܜwiR$T%P11i/絯'OKSR$ZF>~ΊE:_'7S3RR${z? ;ER$\}#x]4Ʀ/+OR$r1 _h0Cm ~ R$ıa3m|Ȉg4}9Q  0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?0 f@8 g4CdCdv 0bbppp@ <4!d!d` 0b1bg4:d:dv 0bp@ pp<4BdBd` 0b1j)buʚ;2Nʚ;<4ddddb{ 0bb___PPT9? %O =6} &Librarian-Scholars and the Boyer Model'' )David Fox & Linda Fritz November 10, 2001**e9Librarians and the Scholarship of Integration/Application:: David Fox November 10, 2001The discipline of librarianship sA distinct body of knowledge: classification of information collection management guidance and instruction of users,VVr8The role of librarians  The role of librarians is to add value to information resources by selecting, organizing, and assisting patrons in their use. This continues to be true regardless of the format or location of the information. Hence, the role of librarians in the future will not change, although the tools and technologies are constantly evolving. D. Fox, 1997 8fT D5  d 9Education for librarians Zpractitioners degree is MLS PhD  not normally required to practice many academic library positions require a second advanced degree - subject masters - professional degreeP(ahaa(a, ( Workload for librarians 40 hour week; 52 weeks/year like clinicians, extension specialists, administrators Considerable variation in assigned duties Some librarians have little time for scholarly work during normal work week6aaa The Living Job Description would be a big benefit to librarians! Acknowledge the heavy component of assigned duties Allow for wide variations in assigned duties facilitate assessment for permanent status, promotion, merit J&&aaa :(Scholarly communication in librarianship))( 120+ peer reviewed journals 300+ listservs and discussion forums local, regional, national, international associations annual conferences provide continuing educationJcccc(! { ;9Expectations of scholarly work for librarians at the UofS::5 1992 Standards: 3)  Practice of Professional Skills 3(b) scholarship exemplified by publications, presentations at meetings, etc. One of 13 factors 4)  Research and Scholarly Work requirement for promotion/perm status for Librarian IV %a!7c%ccHcc!c7cc, k =!Scholarly Expectations, continued " ! x2001 Revised Draft Standards: 5.2 Scholarly Work Scholarly work is expected of all librarians. Unlike traditional faculty research, a librarian s scholarly work usually derives from professional practice. Candidates for permanent status or promotion will engage in scholarly work appropriate to academic librarianship with the fundamental expectation that the results of scholarly work will be shared with other members of the profession and the academic community. A librarian s scholarly work may be in one or more but not necessarily all of the following areas: ~<cGgxcggcc< >Forms of scholarship ^a) applied scholarship: investigations of the practice within the library environment. Covers such areas as library organization and management practices, application of new technology, development of information delivery methods and services, application of teaching methods, development of standards for cataloguing and classification practices. Z^cgGcc,[  ?Forms of scholarship, continued   b) subject scholarship: research in the literature of specific disciplines resulting in the publication of bibliographies, resource lists, internet site evaluations, translations, books, articles, etc. Zcgcc @Forms of scholarship, continued   $c) theoretical/policy scholarship: exploration of issues leading to the development of theory, policy and standards of practice for the library community. For example: copyright for digital resources, electronic licensing agreements, equity and sustainability of information access. P%cgcc$ AForms of scholarship, continued    For the purposes of this document scholarly work means work which has been subjected to external peer review. This is the primary evidence in this category.^a"cJg0cc BThe Boyer model of scholarship   &c C'Academic librarians and the Boyer model(( '  no mention of librarians in Scholarship Reconsidered ! can we imagine scholarship without libraries and librarians? academic librarianship provides an excellent example of the scholarship of application:  the acquisition and dissemination of knowledge through practice. C cgcBbcc,s  D2Academic librarians and the Boyer model, continued"3) 2 JAcademic Librarianship and the Redefining Scholarship Project, ACRL, 1998 KKc=   !0=E(Scholarship of application: a case study")( ( RUofS Library EJournal Management System: Integration of the EJournal Database and the Catalogue Over 5000 full text titles Developed over a six month period Active collaboration by a team of librarians, library staff, computer programmer expertise required: license administration, cataloguing, user education, system design, programming *)Z*ZScD '   Q$Ejournal management system: features%%$ Ejournals approachable through the Catalogue, EJDB Searchable via title, subject, collection, vendor, publisher Alternate sources listed Online linking Link validation Status messages c  ^FXY[\]_`abcdS3Scholarship of application: a case study, continued"4* 3 Described in two presentations at national conferences in 2001 CLA presentation , June 2001 (D. Fox) Access 2001 presentation, Sept 2001 (D. Friesen) Peer reviewed Mary Curran, U. of Ottawa Todd Mundle, SFU l?W,?cWcc,cZ?'!0?P!0e}!0!0WOConference presentations vs. publication as a method of scholarly communicationPP P Conference presentation: reaches desired audience quickly M. Jordan, Netspeed 2001 presentation presentations are archived on conference website no copyright issues can be peer reviewed!p!&[c!c&c[c*: \!0:_R$Ejournal management system: features%%$ pIntuitive, user friendly Enormous amount of thought, design, technical expertise, license administration, ongoing maintenance involved in making ejournal access easy and transparent Many faculty may be enjoying online access to ejournals without realizing the Library s role in making those ejournals available. &89cLK 6   T/Ejournal management system: Is it scholarship?00/ a comprehensive resource discovery tool integrates and applies knowledge of several sub-disciplines of librarianship and computer science shared with other members of the profession and the library community subjected to external peer review c4 # V/Ejournal management system: Is it scholarship?00/ Meets the test of the Boyer model scholarship of application scholarship of integration Meets the test of the revised draft UofS Library Standards derived from professional practice shared with colleagues and the academic community subjected to external peer review Meets the OSU  litmus test creative intellectual work, validated by peers and communicated"Z6Z;ZwZZ@Z"c6c;cwcc@ c {f<Librarians and the Scholarship of Integration: The Catalogue== g Introduction t The library is a neglected resource little used by faculty and teachers alike. Ernest M. Boyer. College: the undergraduate experience in America. New York: Harper and Row, 1987.RTgR2#h Introduction  The library is of central importance to the institution. It is an organic combination of people, collections and buildings, whose purpose is to assist users in the process of transforming information into knowledge. *i Introduction f Information and knowledge are central to the attainment of any university s goals. The ways in which information is collected, stored, and distributed within the institution, will, in large measure, determine the level of success of scholarship and research. Association of College and Research Libraries.  Standards for university libraries: evaluation of performance. College and Research Library News, v. 30, September 1989.`ZZ s"j Introduction Question: If libraries are central to the university s mission, why are they so little used?> TSk Introduction bAnswer: The transparency of librarians workB ) $lHistoryIn the beginning was the book Focus of the work of early librarians Later came housing for the book Even later came the provision of access to the books in the collectionL&h&gmHistory1980s Libraries and librarians began to bridge the gap between electronic information and the user. Movement from role of custodian to role of translator TnHistoryG1990s Library user moves from seeking knowledge to seeking information*AAoHistory"2000  2001  Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information .(Z pHistoryfACRL Task Force on Information Literacy Competency Standards,  Information Literacy Competency Standards for Higher Education available at http://www.ala.org/acrl/ilintro.html"4,q The CatalogueQuestion: Who is the author of those classic American books The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn?h w 2"r The Catalogue.Answer: Samuel Clemens or Mark Twain8 &&s The CatalogueThe library catalogue lets you use either name, with appropriate cross references. Cataloguers also research authors birth and death dates&R8t The CatalogueWThey establish uniform titles Bible. O.T. They establish series New Canadian Libraryd  u The CatalogueVQuestion: Where would you find The Toronto Stock Exchange in the telephone directory?.W Mv The CatalogueAnswer: Until recently: under  The In the catalogue, it will be under  Toronto What makes more sense?8 cLw The CatalogueThe taxonomy of a call number PR - English literature 4034 - Jane Austen .E54  Emma 1908  Published in 1908n- 0 " 0E +xELibrarians and the Scholarship of engagement Scholarship of teaching FD Information Literacy!AMERICAN LIBRARY ASSOCIATION 1989""  To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Ultimately, information literate people are those who have learned how to learn. $American Library Association-Information literate people know how knowledge is organized how to find information how to use information in such a way that others can learn from them Information literate people are prepared for lifelong learning because they can always find the information needed for any task or decision at hand..!x.yInformation Literacy* Scholarship of Engagement Reference desk2zInformation Literacy 1Question: Where are the books about Shakespeare?8 ' '{Information Literacy.Quick answer: In the stacks in the north wing / #|Information LiteracyMore likely: Are you studying a play or a poem? Which one? Are you going to write an essay? How long is it? When is it due? Did your professor ask you to use peer reviewed journals? L  }Information LiteracyRDo you know what s/he means? Have you used an index? Result: student goes away with a search strategy, but doesn t really understand the role the librarian has played.45u5t~Information LiteracyNote: librarians bemoan the fact that they have a  correct answer rate of approximately 55%. These numbers often don t account for the fact that the original question can change quite dramatically during the reference interview.Information LiteracyScholarship of TeachingInformation Literacy It is not enough that the books are cared for properly, are well arranged, are never lost. It is not enough if the librarian can readily produce any book asked for. It is not enough that he can, when asked, give advice as to the best books in his collection on any given subject& He must put every facility in the way of the readers, so that they shall be led on from good to better.ZInformation LiteracyUniversity of Saskatchewan Library Standards for promotion and permanent status, June 2001: A librarian s teaching responsibilities and duties may be in one or more but not necessarily all of the following areas: J]y \xInformation Literacya) Individual instruction: Teaching that occurs at point of need for students/faculty; offered in support of course assignments and/or research needs; may involve face-to-face instruction, instruction to learners via phone/email/web.Information Literacyb) Single session class instruction: teaching that occurs in response to faculty or student request; usually offered in a classroom or computer lab setting; may be  generic instruction in information research methods or may involve instruction tailored to specific curricular areas or specific classes; offered both on and off campus.RRInformation Literacyc) Library instruction: teaching that is provided through a library program of instruction; involves teaching a number of sequenced sessions to develop the information literacy skills of students; sessions may be taught as stand alone sessions or as part of a total program delivery; the librarian is responsible for the design, development,content, delivery and evaluation of program sessions.Information Literacy#d) Integrated course instruction: teaching that occurs as a library component of a course; the librarian is responsible for content and delivery of the library component; number of class sessions and time allocation may vary subject to consultation between faculty and librarians involved.$$Information Literacye) Course instruction: teaching a course for which the librarian has full responsibility for course design and development, content, delivery, marking and assessment; may be a required course to complete degree requirements.Information LiteracyBut& 1998-2001 Collective Agreement between the University of Saskatchewan and the University of Saskatchewan Faculty AssociationInformation Literacy 18.4.6 Information on Candidates for Promotion. (i) teaching shall not normally be a criterion for promotion of librariansH(PInformation LiteracyHe must teach them how, after studying their own wants, they may themselves select their reading wisely. Melvil Dewey, a librarian with an interest in simplified spelling Melvil Dewey.  The profession . American Library Journal, v. 1, September 30, 1876.bjkB",k;O Conclusion ! Perhaps we are too transparent!0"($$rV Ŕ