Presenters offer ways to initiate, improve and sustain productive collaborative efforts between teaching faculty and academic librarians, taking into account the similarities and differences of the personality types of these two groups. Tips for achieving faculty buy-in and marketing basics are included

Sugarman, Tammy

Thaxton, Mary Lyn

English

ScholarWorks @ Georgia State University

Georgia State UniversityScholarWorks @ Georgia State UniversityUniversity Library Faculty Presentations Georgia State University Library6-12-2008Making it Happen: Librarian-Faculty Collaborationto Improve Student LearningTammy SugarmanGeorgia State University, tsugarman@gsu.eduMary Lyn ThaxtonGeorgia State University, lthaxton@gsu.eduFollow this and additional works at: https://scholarworks.gsu.edu/univ_lib_facpresPart of the Library and Information Science CommonsThis Presentation is brought to you for free and open access by the Georgia State University Library at ScholarWorks @ Georgia State University. It hasbeen accepted for inclusion in University Library Faculty Presentations by an authorized administrator of ScholarWorks @ Georgia State University.For more information, please contact scholarworks@gsu.edu.Recommended CitationSugarman, Tammy and Thaxton, Mary Lyn, "Making it Happen: Librarian-Faculty Collaboration to Improve Student Learning"(2008). University Library Faculty Presentations. 17.https://scholarworks.gsu.edu/univ_lib_facpres/17Making it Happen:Librarian-Faculty Collaborationto Improve Student LearningM. LYN THAXTONTAMMY SUGARMANS C L A  C O L L E G E  &  U N I V E R S I T Y  A N N U A L  W O R K S H O PC O L U M B I A  S C,J U N E  1 2 ,  2 0 0 8Importance and Feasibility of  Collaboration Nowy Personal characteristics of the Millennial Generationy Students’ limitations with respect to writing and critical thinkingI d h i   t bilit  i  hi h  d tiy ncrease emp as s on accoun a y n g er e uca ony Movement toward distance education, hybrid classes, and electronic classroomsCommon Groundy Similar goalsy Similar personalities: Myers-Briggs Type Indicatorhttp://www.personalitypathways.com/type_inventory.htmlSource of EnergyExtraverted Characteristics Act first  think/reflect later y ,y Feel deprived when cut off from interaction with the outside world y Usually open to and motivated by outside world of people and things y Enjoy wide variety and change in people relationships Introverted Characteristicsy Think/reflect first, then Acty Regularly require an amount of "private time" to recharge batteriesy Motivated internally, mind is sometimes so active it is "closed" to d ldoutsi e wor  y Prefer one-to-one communication and relationships Ways of Taking in InformationSensing Characteristics Mentall  li e in the No  attending to present opportunities y y v w,y Using common sense and creating practical solutions is automatic-instinctualy Memory recall is rich in detail of facts and past eventsy Like clear and concrete information; dislike guessing when facts are "fuzzy" Intuitive Characteristicsy Mentally live in the Future, attending to future possibilitiesy Using imagination and creating/inventing new possibilities is t ti i ti t lau oma c- ns nc uay Memory recall emphasizes patterns, contexts, and connectiony Comfortable with ambiguous, fuzzy data and with guessing its meaning  .Ways of Coming to ConclusionsThinking CharacteristicsInstincti el  search for facts and logic in a decision situationy v y .y Naturally notice tasks and work to be accomplished.y Easily able to provide an objective and critical analysis.y Accept conflict as a natural  normal part of relationships with ,people. Feeling Characteristicsy Instinctively employ personal feelings and impact on people in decision situations.y Naturally sensitive to people needs and reactions. ll k d ly Natura y see  consensus an  popu ar opinions.y Unsettled by conflict; have almost a toxic reaction to disharmony. Attitudes toward External WorldJudging CharacteristicsPlan man  of the details in ad ance before mo ing into actiony y v v .y Focus on task-related action; complete meaningful segments before moving on.y Work best and avoid stress when keep ahead of deadlines.y Naturally use targets, dates and standard routines to manage life. Perceiving Characteristicsy Comfortable moving into action without a plan; plan on-the-go.y Like to multitask, have variety, mix work and play.y Naturally tolerant of time pressure; work best close to the deadlines.y Instinctively avoid commitments which interfere with flexibility, freedom and variety I’m ready – why aren’t faculty?y Faculty Culturey Higher education accountabilityy Lack of awarenessMake it Work: Micro-level Buy-iny Target faculty members you know or who are likely to be receptivey Focus on adding value to a web presencey Make presentations on “hot topics”y Utilize e-mail, listservs, departmental newsletters, and other means of advertisingy Make yourself availabley Case Study: The PORT Experiencehttp://www.library.gsu.edu/tutorials/portMake it Work: Macro-level Buy-iny Understand university / college culture, governance and focusy Serve on campus committeesy Promote successes at administrative levelsMarketing Basicsy Be flexible and embrace changey Focus on intangible values that meet emotional needsy Realize that you have nine seconds to two minutes to get your point across!y Identify and respond to different communication stylesW d f h i  h   i i l d i i  y or -o -mout s t e most cr t ca a vert s ngformat today.ExerciseMaking it Happen: Sound BytesIn Conclusion…..y Realize and internalize the fact that you have much to offer the faculty.y Select your contacts carefully.y Plan your “position statements” for maximum impact in a brief encounter.y Adapt to the contacts’ communication styles.y Be “agile”; assess regularly and change your h if approac necessary.BibliographyChristiansen, L., Stombler, M. , & Thaxton, L. (2004).  A report on librarian-faculty relations from a sociological perspective   The Journal of Academic .Librarianship, 30 (2), 116-21.Hardesty, L. (1995). Faculty culture and bibliographic instruction: An exploratory analysis.  Library Trends, 44(2), 339-67.Hollander, S.A., Herbert, B.R., & DePalma, K.S. (2004). Faculty-librarian collaboration. APS Observer, 17 (3).  Retrieved April 6, 2008, from http://www.psychologicalscience.org/observer/getArticle.cfm?id=1541H lt  T L  (2002)  100 s t  h  f lt   R t i d A il 30  2008  o z, . . . way o reac your acu y. e r eve pr , ,from http://ala.org/ala/pio/campaign/academicresearch/reach_faculty.pdfMestre, L. (2002-2005). Collaborating with faculty: Ideas and selected bibliography.  Retrieved April 6, 2008, from http://www.library.umass.edu/instruction/faculty/collabideas.htmlScherdin, M.J. (2002). How well do we fit? Librarians and faculty in the academic setting   portal: Libraries and the Academy  2 (2)  237 53. , , - .QuestionsM. Lyn Thaxtonlthaxton@gsu.eduTammy Sugarmantsugarman@gsu.edu

Making it Happen: Librarian-Faculty Collaboration to Improve Student Learning

Georgia State University

Georgia State University
ScholarWorks @ Georgia State University
University Library Faculty Presentations Georgia State University Library
6-12-2008
Making it Happen: Librarian-Faculty Collaboration
to Improve Student Learning
Tammy Sugarman
Georgia State University, tsugarman@gsu.edu
Mary Lyn Thaxton
Georgia State University, lthaxton@gsu.edu
Follow this and additional works at: https://scholarworks.gsu.edu/univ_lib_facpres
Part of the Library and Information Science Commons
This Presentation is brought to you for free and open access by the Georgia State University Library at ScholarWorks @ Georgia State University. It has
been accepted for inclusion in University Library Faculty Presentations by an authorized administrator of ScholarWorks @ Georgia State University.
For more information, please contact scholarworks@gsu.edu.
Recommended Citation
Sugarman, Tammy and Thaxton, Mary Lyn, "Making it Happen: Librarian-Faculty Collaboration to Improve Student Learning"
(2008). University Library Faculty Presentations. 17.
https://scholarworks.gsu.edu/univ_lib_facpres/17
Making it Happen:
Librarian-Faculty Collaboration
to Improve Student Learning
M. LYN THAXTON
TAMMY SUGARMAN
S C L A  C O L L E G E  &  U N I V E R S I T Y  A N N U A L  W O R K S H O P
C O L U M B I A  S C,
J U N E  1 2 ,  2 0 0 8
Importance and Feasibility of  Collaboration Now
? Personal characteristics of the Millennial Generation
? Students’ limitations with respect to writing and critical 
thinking
I d h i   t bilit  i  hi h  d ti? ncrease emp as s on accoun a y n g er e uca on
? Movement toward distance education, hybrid classes, and 
electronic classrooms
Common Ground
? Similar goals
? Similar personalities: Myers-Briggs Type Indicator
http://www.personalitypathways.com/type_inventory.html
Source of Energy
Extraverted Characteristics 
Act first  think/reflect later ? ,
? Feel deprived when cut off from interaction with the outside world 
? Usually open to and motivated by outside world of people and 
things 
? Enjoy wide variety and change in people relationships 
Introverted Characteristics
? Think/reflect first, then Act
? Regularly require an amount of "private time" to recharge batteries
? Motivated internally, mind is sometimes so active it is "closed" to 
d ldoutsi e wor  
? Prefer one-to-one communication and relationships 
Ways of Taking in Information
Sensing Characteristics 
Mentall  li e in the No  attending to present opportunities ? y v w,
? Using common sense and creating practical solutions is automatic-
instinctual
? Memory recall is rich in detail of facts and past events
? Like clear and concrete information; dislike guessing when facts are 
"fuzzy" 
Intuitive Characteristics
? Mentally live in the Future, attending to future possibilities
? Using imagination and creating/inventing new possibilities is 
t ti i ti t lau oma c- ns nc ua
? Memory recall emphasizes patterns, contexts, and connection
? Comfortable with ambiguous, fuzzy data and with guessing its 
meaning  .
Ways of Coming to Conclusions
Thinking Characteristics
Instincti el  search for facts and logic in a decision situation? v y .
? Naturally notice tasks and work to be accomplished.
? Easily able to provide an objective and critical analysis.
? Accept conflict as a natural  normal part of relationships with ,
people. 
Feeling Characteristics
? Instinctively employ personal feelings and impact on people in 
decision situations.
? Naturally sensitive to people needs and reactions. 
ll k d l? Natura y see  consensus an  popu ar opinions.
? Unsettled by conflict; have almost a toxic reaction to disharmony. 
Attitudes toward External World
Judging Characteristics
Plan man  of the details in ad ance before mo ing into action? y v v .
? Focus on task-related action; complete meaningful segments before 
moving on.
? Work best and avoid stress when keep ahead of deadlines.
? Naturally use targets, dates and standard routines to manage life. 
Perceiving Characteristics
? Comfortable moving into action without a plan; plan on-the-go.
? Like to multitask, have variety, mix work and play.
? Naturally tolerant of time pressure; work best close to the deadlines.
? Instinctively avoid commitments which interfere with flexibility, 
freedom and variety 
I’m ready – why aren’t faculty?
? Faculty Culture
? Higher education accountability
? Lack of awareness
Make it Work: Micro-level Buy-in
? Target faculty members you know or who are likely 
to be receptive
? Focus on adding value to a web presence
? Make presentations on “hot topics”
? Utilize e-mail, listservs, departmental newsletters, 
and other means of advertising
? Make yourself available
? Case Study: The PORT Experience
http://www.library.gsu.edu/tutorials/port
Make it Work: Macro-level Buy-in
? Understand university / college culture, governance 
and focus
? Serve on campus committees
? Promote successes at administrative levels
Marketing Basics
? Be flexible and embrace change
? Focus on intangible values that meet emotional 
needs
? Realize that you have nine seconds to two minutes to 
get your point across!
? Identify and respond to different communication 
styles
W d f h i  h   i i l d i i  ? or -o -mout s t e most cr t ca a vert s ng
format today.
Exercise
Making it Happen: Sound Bytes
In Conclusion…..
? Realize and internalize the fact that you have much 
to offer the faculty.
? Select your contacts carefully.
? Plan your “position statements” for maximum 
impact in a brief encounter.
? Adapt to the contacts’ communication styles.
? Be “agile”; assess regularly and change your 
h if approac necessary.
Bibliography
Christiansen, L., Stombler, M. , & Thaxton, L. (2004).  A report on librarian-
faculty relations from a sociological perspective   The Journal of Academic .
Librarianship, 30 (2), 116-21.
Hardesty, L. (1995). Faculty culture and bibliographic instruction: An 
exploratory analysis.  Library Trends, 44(2), 339-67.
Hollander, S.A., Herbert, B.R., & DePalma, K.S. (2004). Faculty-librarian 
collaboration. APS Observer, 17 (3).  Retrieved April 6, 2008, from 
http://www.psychologicalscience.org/observer/getArticle.cfm?id=1541
H lt  T L  (2002)  100 s t  h  f lt   R t i d A il 30  2008  o z, . . . way o reac your acu y. e r eve pr , ,
from 
http://ala.org/ala/pio/campaign/academicresearch/reach_faculty.pdf
Mestre, L. (2002-2005). Collaborating with faculty: Ideas and selected 
bibliography.  Retrieved April 6, 2008, from 
http://www.library.umass.edu/instruction/faculty/collabideas.html
Scherdin, M.J. (2002). How well do we fit? Librarians and faculty in the 
academic setting   portal: Libraries and the Academy  2 (2)  237 53. , , - .
Questions
M. Lyn Thaxton
lthaxton@gsu.edu
Tammy Sugarman
tsugarman@gsu.edu


https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1016&amp;context=univ_lib_facpres

Making it Happen: Librarian-Faculty Collaboration to Improve Student Learning

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