The Genius of US Academic Librarians: Opportunities for Collaboration

美国专业图书管理员的特质：为合作提供机遇

Robert W. Fernekes, Ph.D.

Information Services Librarian

2008 Sino-US Forum for Library Practices

21st Century Librarian Seminar SeriesJuly 10-14, 2008

Kunming, Yunnan

Presentation Outline:

What Collaboration Is

Where We Are

Where We Need to Go

Concluding Comments

合作是什么？

我们的现状如何？

我们的目标是什么？

结论

Collaboration Defined - 合作的定义 What It Is - 合作的内涵

Process to reach goals that cannot be achieved by a single individual, dept. or organization. Consists of the following components:

→ Jointly developing goals

→ Sharing responsibility

→ Working together

达成没有单独的个人、部门或组织能实现的目标，包含以下的三个要素： → 共建目标；

→ 共担责任； → 团队协作。

Collaboration Continuum - 合作的统一体

What It Is – 内涵

A Range of Communication of different complexity & commitment:→ Networking

→ Coordinating

→ Cooperating

→ Collaborating

→ Integrating

具有不同的复杂性与必要性的整合体 → 公关 → 协调

→ 合作 → 协作 → 集成

The Seven C’s of Strategic Collaboration

“战略合作”的七个特点 What It Is – 内涵

Connection with Purpose & PeopleClarity of Purpose

Congruency of Mission, Strategy & values

Creation of ValueCommunication Between PartnersContinual LearningCommitment to the Partnership

有目标地与人沟通目标明确专任务、战略与价值的相合性创造价值交流与沟通持续教育有信誉的合作伙伴关系

The Academic Library’s Role as a Partner for Student Learning

专业图书管理员担当学生学习伙伴的角色 Where We Are – 现况如何？

Libraries are in Transition – convergence of information & technology creates new capabilities

Student Learning < 1/3 takes place in the Classroom

The Library as a Place: Univ. of Virginia – 1st campus in US with grounds centered upon the Library rather than the Chapel.

图书馆的转型时期—信息与技术相结合创造新机遇学生学习—三分之一在课堂里图书馆作为“地点”：维吉尼亚大学—美国第一的校园以图书馆为依托，而不是教堂

Partnering for Student Learning 学生学习的伙伴

Three Examples - 三个案例

Library Learning Commons

Information Literacy Efforts

OCLC and the Library

图书馆学习的普及性 信息素养的支持 OCLC 与图书馆

Library Learning Commons - 图书馆学习共享空间 Alignment With Institution Vision, Mission and Goals - #1

与机构的视野、任务与目标相一致 Integrator of Technology & Information ServicesPreferred Location for Tutors & Students to MeetPartner with Writing Center & Career Services, . . .Collaborator with Classroom Faculty to Achieve Core Curriculum & Discipline

Specific Learning Outcomes

整合科技与信息服务导师及学生的首选地方与写作中心、就业服指导中心建立伙伴关系实现师生共赢的目标核心课程与专业课程 结论

Library Learning Commons - 图书馆学习共享空间

Services, Instruction & Support to be Student Needs Driven - #2

以学生需求为本，提供服务、指导与支持组织原则——第二

Student Needs Assessment

Collect Data From Surveys & Focus Group Meetings

Student Learning Needs Report

→ To Guide the Design & Equipping of New Learning Spaces

→ Need for instruction & assistance in

new technologies, computer, information

& presentation skills

学生需求评估 收集调查数据、聚焦小组座谈学生学习需求报告

→ 指导设计与装备新的学习共享空间

→ 新的指导与援助：新技术、计算机、信息以及讲座等方面的能力

Library Learning Commons - 图书馆学习共享空Library/OIT Agree to Joint, Integrated Staffing Model - #3

图书馆 /OIT 同意整合的人员模型 组织原则——第三

One-Stop Service Point:

→ For Instruction, Service & Support

→ Flexibility to Assist Students at Their

Computers

→ New Library Hybrid Position

→ Technical/Application Skills Training

for Librarians, Staff & Student

Assistants Working in the Commons

一站式服务点：→ 指导、服务与支持→ 为学生使用计算机

提供服务 → 图书馆“万事通” 的

新职位 → 为图书馆员、教育人

员与在学习共享空间工作的学生，提供技术应用方面的能力培训

Library Learning Commons - 图书馆学习共享空间

TOP-Down Administrator Support - #4

自上而下的管理支持模式 组织原则——第四New Future for the Library Emerges

Success of the Commons Can Lead To Other Developments

Bottom Line: Leadership &

Funding Support Coupled

With A Strategic Vision

图书馆新未来的出现

学习共享空间的成 引领更多的发展

总之：通过战略眼光获得领导与投资者的支持

21st Century Literacies21 世纪的信息素质

信息

视觉

媒体

多元文化This content was originally created and posted March 5, 2002.  These resources were created to support the AT&T/UCLA Initiative for the 21st Century Literacies.  Last modified October 06, 2006. Available at http://www.kn.pacbell.com/wired/21stcent/glossary.html Accessed May 09, 2008.

1969 2000+19891981 19981990

NETPC

NFILW

eb IIINew

Tech

Information Literacy Efforts & the Library

信息素养的支持 & 图书馆Alignment With Institution Vision, Mission and Goals - # 1

与机构的视野、任务与目标相一致组织原则——第一

Information Literacy is

about Learning

Models for Teaching Information Literacy:

General Education

First Year Experience

Research Courses

Teaching K-12 Teachers

信息素质要求学习

信息素质的教育模型：

综合教育一年级经验研究课程师资培训

Information Literacy Efforts & the Library

信息素养的支持 & 图书馆 Pedagogy That Takes Into Account These Themes - #2

教育学考虑的因素 组织原则——第二

Teaching ILTechnology

Collaboration

Curriculum Integration

Assessment

Engagement

Buy-In

IL 师资培训技术合作课程集成评估参与推广

Information Literacy Efforts & the Library

信息素养的支持 & 图书馆Apply Proven Tools and Techniques - # 3

申请证明的方法与方式 组织原则——第三Teaching IL

ACRL Immersion Program

ITS

ILT

LILAC

TILT

EBSS

IFLA’s IL Initiative

IL 师资培训ACRL ** 计划ITS

ILT

LILAC

TILT

EBSS

IFLA’s IL 倡议技

OCLC and the LibraryOCLC和图书馆

Connecting the World’s Libraries and Users网络世界各地的图书馆和读者

WorldCat on the WebWorldCat Local

Digital Collection ServicesManagement ServicesReference and Discovery

Resource Sharing

Web and Data Services

WorldCat 在网络上WorldCat 本土化数字收集服务管理服务参考与探索资源共享网页和数据服务

Partnering for Student Learning Where We Are → Where We Need To Go

我们的现状如何 → 我们的目标是什么 Our Environment is Redefining the Library’s Effectiveness in Terms of How Well:

→ We Meet User Needs → We Satisfy Learning

Expectations

Our Challenge is To Offer Services that Improve Our Effectiveness

我们的环境在重新定义图书馆的效果，譬如：

→ 我们达到用户需求 → 我们满足学习期望

我们的挑战是——提供让我们效果更好的服务

Concluding Comments 结论

Institutional Effectiveness

Institution & Course Outcomes

体系效果性体系与课程的结果