Innovations of subject service in National Science Library, Chinese Academy of Sciences and the implications

Looking at the development of subject librarians and subject services in Chinese libraries during the past decade, this paper highlights the innovative concepts and practices of subject librarians in National Science Library (NSL), Chinese Academy of Sciences (CAS). After a two-year trial period, NSL, CAS, with 39 full-time subject librarians, has begun to provide personalized, subject-speci.c, and knowledge-based services to the end-users since 2006. Such a practice manifests that subject librarians and subject services should be embedded into the research process and working environment. And, the subject service should be made available to the users beyond the space restriction and time limit, and .nally create a congenial environment for users. Librarians should develop new expertise to offer the user-oriented service, changing the role from book keepers to research instructors, advisors, even chief information officer (CIO) or chief knowledge officer (CKO).</p

Reference Revitalization and Roving Reference: Are the Reference Desk and Print Reference Sources Passé?

Print reference sources and references desks are still vital parts of reference service in some libraries, while in others innovative models such as roving reference and learning commons thrive. While undergraduate students’ preferences and usage has shifted from print to electronic, students still need to learn the application of metacognitive thinking skills in library research. Updating how reference is delivered to accommodate students’ emphasis on mobility and expectation of access to information has led to revitalizing reference collections, reconfiguring space as learning commons and roving reference as solutions at Taylor University and Palm Beach Atlantic University, while Whitworth University retains a more traditional configuration to meet student research needs

Innovate Magazine / Annual Review 2010-2011

https://scholarworks.sjsu.edu/innovate/1001/thumbnail.jp

Preparing Information Literate Teachers: A Review of the Literature

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Preparing Information Literate Teachers: A Review of the Literature

Ye

Librarian and Faculty Collaborative Instruction: A Phenomenological Self-Study

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors’ interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.Ye