Library Tour Scenario
A senior faculty member, well-respected and powerful on campus, says to you: “I am going to give a lecture at a conference next week. Can you give my students a tour of the library next Wednesday while I am gone?”
Meanwhile, you know that the most recent accreditation report has cited the deficit that students have in evaluating and using information.
How do you use the Standards to respond to the faculty member’s request?
Electronic Reserves Scenario
A faculty member who teaches an anthropology class, nontraditional students, off-campus and at a distance, comes in with an expanded reserve list because thelibrary has just instituted an electronic reserve service that will better meet the students’ needs.
As a librarian, you recognize that this will keep his students from gaining a broader perspective of that subject area or broader control over that subject area.
This particular class is an introductory anthropology class, after which students will be taking classes in physical and cultural anthropology. Expanded reserve list will not provide them with the overview of the literature to select, evaluate, and use as they make their decisions as to the specialty they wish to pursue. It will also limit their ability to transfer skills to future uses of information or students from gaining the information skills they need for the other courses in the program.
What will be your strategy for working with faculty, using the standards?
Ethics in Information Scenario
The Business School at a midsize university is offering an undergraduate upper division course: Communications Topics in Electronic Marketing. The course is planned as Web-based online distance-learning course with a projected enrollment of 75 students. The department has an established community partnership with some non-profit agencies to sponsor projects for student assignments. Examples of those agencies might be a music museum, a children's art museum, and/or social services agencies. In a number of the projects the students are asked to design web sites that will increase traffic to the site, or encourage new memberships and donors. The students will work in small groups to complete the projects within the semester.
The University attorney’s office expressed concern about copyright compliance as the students designed the agency websites. Therefore the Business curriculum committee has requested that the faculty member teaching the course draw up legal and ethical guidelines for the students to follow as they worked on their projects. The attorney's office wants to review the guidelines before the start of the fall semester.
Faced with a short deadline the faculty member has contacted you, as the library liaison to the department, to help draft these guidelines before the beginning of the semester. The faculty member begins the conversation by asking for a quick list of copyright guidelines that she can post on her course syllabus.
Working with the Standards, what other suggestions would you present to the faculty member?
Web Evaluation Scenario
You are the Instruction Coordinator in the library system of a research university with 30,000 students. The Psychology Department at your university has recently issued new guidelines strongly discouraging its faculty from accepting citations to web sites in undergraduate student papers. The statement in the guidelines, while allowing that the Web offers much valid information, suggests that novice researchers are tempted to settle for easy access to information rather than truly valid sources, such as books and print journals available in libraries. The Psychology Department chair has addressed the Faculty Senate on the perils of allowing students “free rein” with web-based information, citing the constant problems with plagiarism and students’ uncritical acceptance of web resources.
Other academic departments and programs on your campus, however, have widely varying policies on this issue—or no policies at all. Your reference and instruction librarians also comment regularly on students’ confusion of “vanity press” web sites with scholarly, peer-reviewed web resources; this confusion is readily apparent in interactions at the reference desks and in instruction sessions.
Given that your campus has no consistent approach to guiding students in using web-based information for academic purposes, how will you work with your reference and instruction librarians to engage the faculty in all academic departments on the issue of student use of the Web?
How can the Standards be used to develop an educational program for faculty on this issue?
Introductory BI Scenario
A survey of local employers has indicated that students in the biology program are not adequately prepared in that they do not have an understanding of the basic literature and lack the ability to gather relevant information when asked to solve problems. As a Science Librarian this is of great concern. Your institution is a comprehensive university with about 25,000 students and the biology department includes about 30 faculty members. The faculty are very friendly but you have yet to see any of them in the library. Sometimes they make recommendations for acquisitions and they have on occasion asked for videos. Last semester you spent considerable time studying the biology curriculum and informally talking with students about their courses. You have identified 4 courses where instruction is crucial as they are regularly assigned library-intensive research.
The library has a fairly modern facility with a classroom which includes 15 computer workstations connected to the library website and databases. You are also looking to set-up a cooperative program with the local community where a large biology research lab that hires graduates. Discussions with the librarian at the lab and a tour of their facilities has given you a good idea of the kinds of information resources these graduates will be required to use, most of which are highly specialized and not available at your library.
During a hallway conversation, one of the Biology instructors asks if you would be willing to meet with his class to discuss the library's interlibrary loan system. His BIO 110 class "Critical Thinking in Biology" will be doing a paper on ethical issues and he thinks the campus library won't have enough information for them.
How would you plan to introduce information literacy to the biology program?
How would you suggest to this faculty member an approach to course integration?
How would you use the Standards to work with him to teach the first year students ?