This presentation focuses on a highly successful and award winning course taught by a librarian/lecturer.
It was specifically designed to serve the knowledge needs and aspirations of students, faculty, companies, publishers and the educational institution to which all these parties are connected. The unique manner in which the KM needs of the parties are met by establishing synergies is highlighted as well as how it is assessed

Basefsky, Stuart

English

DigitalCommons@ILR

Cornell University ILR School 
DigitalCommons@ILR 
Articles and Chapters ILR Collection 
8-17-2011 
The Librarian/Lecturer: Successful Course Development Based on 
KM Principles 
Stuart Basefsky 
Cornell University, smb6@cornell.edu 
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The Librarian/Lecturer: Successful Course Development Based on KM Principles 
Abstract 
This presentation focuses on a highly successful and award winning course taught by a librarian/lecturer. 
It was specifically designed to serve the knowledge needs and aspirations of students, faculty, 
companies, publishers and the educational institution to which all these parties are connected. The 
unique manner in which the KM needs of the parties are met by establishing synergies is highlighted as 
well as how it is assessed. 
Keywords 
knowledge management, information, collection, technology 
Disciplines 
Information Literacy | Labor Relations 
Comments 
Suggested Citation 
Basefsky, S. (2011, August). The librarian/lecturer: Successful course development based on KM 
principles. Paper presented at the World Library and Information Congress: 77th International Federation 
of Library Associations General Conference and Assembly, San Juan, Puerto Rico. 
Required Publishers Statement 
Copyright held by the author. 
This article is available at DigitalCommons@ILR: https://digitalcommons.ilr.cornell.edu/articles/765 
http://conference.ifla.org/ifla77  Date submitted: August 17, 2011 
 
1 
 
 
 
 
 
 
 
The librarian/lecturer: successful course development 
based on KM principles 
 
 
Stuart Basefsky  
ILR School, Cornell University 
Ithaca, NY, USA 
 
 
Meeting: Session 184 — Applied knowledge management: a panorama of 
success stories & case studies in libraries and lessons learned — 
Knowledge Management Section 
 
Abstract: 
 
This presentation focuses on a highly successful and award winning course taught by a 
librarian/lecturer.  
 
It was specifically designed to serve the knowledge needs and aspirations of students, 
faculty, companies, publishers and the educational institution to which all these parties are 
connected. The unique manner in which the KM needs of the parties are met by establishing 
synergies is highlighted as well as how it is assessed.  
 
 
Knowledge Management (KM) is usually perceived to be a technology based information 
collection and access issue.  We think of it as a “process” behind the scene of user activity—
a passive role that serves the activities of others. However, this is only one aspect of KM and 
a somewhat short-sighted view from my perspective.  
 
  
Appropr
a multip
this cont
generat
 
 
iate use and
licity of age
ext requires
e, store, sell
 awareness 
ndas, goals,
 an astute u
, and utilize
of knowledg
 and bottom
nderstandin
 the informa
 
e is most of
-line interes
g of situatio
tion in ques
ten a result o
ts. To find a
nal interplay
tion.  
f human int
nd collect u
 among all t
 
eractions dr
seful knowle
he actors w
2 
iven by 
dge in 
ho 
  
 
In brief,
goal is t
of the li
 
These a
develop
librarian
manage
 
 
 
 
 
 
 
 what is the
o facilitate 
brary/libra
re the ques
ed at Corn
/lecturer s
ment facili
 “active se
the interac
rian as an a
tions that I
ell’s School 
quarely in t
tator. 
rvice role” o
tive functio
ctive facilit
 will addres
of Industria
he middle 
f an inform
ns of huma
ator and pa
s with this 
l and Labo
of all the ac
ation spec
n behavior
rtner in the
case study.
r Relations 
tors/player
ialist (librar
 and needs
 research e
 Indeed, th
(ILR) places
s as a know
 
ian) if the r
? What is th
ndeavor? 
e course th
 the 
ledge 
3 
eal 
e role 
at I 
 You will
facilitat
obstacle
 see from t
or is implie
 to librarie
he followin
d, if not req
s and librar
g KM defin
uired, in or
ians taking
itions and p
der to mak
 a pro-activ
rinciples th
e KM effect
e stance in 
at the role 
ive. In any 
making KM
 
of an active
event, ther
 meaningfu
 
4 
 
e is no 
l. 
 
  
 
In the pr
panel ha
 
ocess of con
s been aske
veying this 
d to address
case study, I
. 
 
 will answer the four questions that 
 
 
each membe
5 
r of the 
  
 
To start
 
As you 
applied
elevate
develop
library t
present
HR exec
 
 
 with, what
can see from
 informatio
s it. The rol
ing workpl
raining, it c
ation skills.
utives to b
 is the cour
 the offici
n compete
e becomes 
ace and occ
ouples info
 It is design
e informati
se that is b
al course de
nce training
one of prov
upational r
rmation se
ed to not o
on savvy. 
 
eing describ
scription, t
. It takes th
iding and f
elevance fo
eking with 
nly promot
ed?  
his class pr
e role of th
acilitating a
r its partic
writing, com
e consultan
ovides high
e library/lib
 serious an
ipants. Beyo
municatio
cy skills bu
 
ly focused,
rarian and
d vital exer
nd the nor
n, and 
t to train fu
6 
 
 
cise in 
mal 
ture 
  
 
You will
these a
and/or 
resourc
is offeri
motivat
the nee
knowle
interpla
 
 
 notice tha
re the norm
sector of so
e executive
ng the cour
ions of five
ds of the “f
dge manag
y. 
t six actors/
al parties i
ciety whos
s)—change
se. In othe
 of the six p
ourth playe
ement need
players hav
nvolved in 
e interests 
s in any giv
r words, the
layers. Sub
r.” In brief,
s are of th
 
e been ide
any course.
are being s
en class de
 librarian s
ject specia
 we should 
e majority o
ntified. In a
 Only the fo
erved by th
pending on
hould alrea
lty is necess
all know in
f actors in 
n academic
urth one—
e class (in t
 which scho
dy know th
ary to und
tuitively as 
this knowle
 
 environme
the occupa
his case, hu
ol or depa
e interests
erstand com
librarians w
dge manag
7 
nt, 
tion 
man 
rtment 
 and 
pletely 
hat the 
ement 
  
So what
above? 
 
Student
•
•
•
•
Libraria
•
•
Profess
•
•
•
•
Publish
•
•
•
 
 are these 
s want cou
 Take theory
 Motivate th
 Develop ne
 Give them 
ns want sit
 Prove their
 Showcase t
ors want to
 How is indu
 Their stude
 Their stude
 Their stude
ers want to
 What indus
 That studen
 That they c
to advan
so-called kn
rses that : 
 and apply
em not jus
tworks with
advanced s
uations tha
 value to th
heir unique
 know: 
stry chang
nts are wel
nts can be 
nts are app
 know: 
try is seeki
ts (their fu
an have a r
tage the sc
owledge m
 it in practic
t for good g
 influentia
kills -- a com
t: 
e institutio
 skills and s
ing and wh
l-trained in
outstanding
reciated an
ng in terms
ture marke
elationship 
hools most
 
anagemen
al ways—p
rades, but 
l people in 
petitive ad
ns and pers
ervices 
at research
 the latest r
 research a
d valued by
 of informa
t) are well-
with librari
 interested 
t needs bey
rovide skill
for possible
industry 
vantage in
ons whom 
is needed a
esearch tec
ssistants 
 industry 
tion and co
trained to u
ans to bett
in their pro
ond the en
s they can u
 job oppor
 the work w
they serve 
nd valued 
hniques an
ntent 
se their res
er their bot
duct 
 
d results lis
se at work
tunities  
orld 
d methods
ources 
tom-line bu
8 
ted 
 
 
t also 
 This slid
librarian
the oth
the libra
be a foc
 
 
 
 
e provides 
/lecturer c
er players b
rian/lectur
us for this 
only a glim
an facilitate
ecause of t
er. The libr
community
pse into th
. Each part
he manipu
arian unde
 of actors. E
 
e complexit
y is brough
lation of th
rstands (or 
veryone ha
y of interpl
t together 
e “knowled
ought to) th
s somethin
ay among t
in a win-win
ge manage
e reasons 
g to gain b
 
he actors t
 situation w
ment” nee
why the cla
y participat
9 
hat the 
ith 
ds by 
ss can 
ing. 
  
This and
class. Th
 
 the follow
ere are act
ing few slid
ually many
es illustrat
 more desi
e what eac
red outcom
h player can
es than can
 gain by int
 be listed h
 
eracting w
ere. 
10 
ith this 
  
 
 
An inter
pharmac
top MBA
This is k
Novartis
They fle
and then
esting digres
eutical com
 students fr
nown as an “
 liked their w
w from Ithac
 flew back t
sion: This cl
pany from B
om the USA
employmen
ork so muc
a, NY to Bas
o Ithaca on 
ass became 
asil, Switzer
. They were 
t branding”
h that they a
il on Saturda
Tuesday. 
legendary a 
land posed a
losing talent
 issue. Two u
sked them 
y. They bra
few years ag
 question a
 to Merck an
ndergradua
to buy airlin
instormed w
o when NO
bout how it 
d Pfizer (ma
te students 
e tickets to B
ith the com
 
VARTIS, a m
could better
jor compet
took on this
asil on a Fri
pany on Mo
11 
ajor 
 recruit 
itors). 
 case. 
day. 
nday 
  
  
 
 
12 
  
Please r
content
product
training
public s
good an
as mutu
This cla
content
market 
 
 
emember t
 for us and 
s exist beca
 for their cu
ervices, we
d they mak
alism. 
ss takes thi
 not curren
researcher 
hat publish
for their m
use publis
rrent and f
 act as volu
e us look g
s relationsh
tly availabl
who deser
ers are our
arkets. Do n
hers unders
uture clien
ntary sales
ood. In bio
ip one step
e (a knowle
ves additio
 
 friends, no
ot forget t
tand that l
tele. In oth
 people for 
logy, this w
 further by
dge manag
nal compen
t our enem
hat academ
ibrarians pr
er words, t
their produ
ould be a sy
 informing t
ement nee
sation—de
ies. They p
ic discount
ovide indire
hrough our 
cts. We ma
mbiotic re
he publish
d). The libr
ep discoun
 
rovide nee
s on inform
ct sales an
cataloging 
ke them lo
lationship k
er of neede
arian serve
ts. 
13 
ded 
ation 
d 
and 
ok 
nown 
d 
s as a 
  
 
 
 
 
This is t
classes 
year. 
 
 
 
 
 
he evaluati
at Cornell’s
on form us
 ILR School 
ed for the c
currently. T
 
lass in 1997
he class ha
. The same
s been sub
 form is use
jected to ev
 
d to evalu
aluation ea
14 
ate all 
ch 
  
 
 
You will
been co
 
 
 note that t
nsistently e
his class is 
valuated a
rated as am
t this high l
 
ong the to
evel every y
p classes ta
ear. 
ught at the
 
 school. It h
15 
as 
  
Original
departm
appropr
team tau
professo
course b
 
 
 
ly I was not a
ents can spo
iate departm
ght the clas
r left for an
y myself. Th
llowed to te
nsor a cred
ent and one
s with a pro
other univer
e course wa
ach this clas
it class—not
 of its profe
fessor. I taug
sity, I was ap
s first taugh
s by myself
 the library.
ssors to spo
ht 75% of t
pointed a le
t in the Sprin
. Cornell has
It was incum
nsor this cla
he class and
cturer and a
g of 1997.
 a rule that o
bent upon 
ss. For the f
 the professo
sked to con
 
nly academ
me to find a
irst four yea
r 25%. Whe
tinue teachi
16 
ic 
n 
rs, I 
n the 
ng the 


The Librarian/Lecturer: Successful Course Development Based on KM Principles

This presentation focuses on a highly successful and award winning course taught by a librarian/lecturer. It was specifically designed to serve the knowledge needs and aspirations of students, faculty, companies, publishers and the educational institution to which all these parties are connected. The unique manner in which the KM needs of the parties are met by establishing synergies is highlighted as well as how it is assessed.Basefsky_The_Librarian_Lecturer.pdf: 164 downloads, before Oct. 1, 2020

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