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Improving the Effectiveness of Librarian-Faculty Collaboration on Library Collection Development

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Improving the Effectiveness of Librarian-Faculty Collaboration on Library Collection Development Collaborative Librarianship Volume 4 Issue 1 Article 3 2012 Improving the Effectiveness of Librarian-Faculty Collaboration on Library Collection Development Lan Shen Purdue University Calumet, [email protected] Follow this and additional works at: https://digitalcommons.du.edu/collaborativelibrarianship Part of the Collection Development and Management Commons, and the Scholarly Communication Commons Recommended Citation Shen, Lan (2012) "Improving the Effectiveness of Librarian-Faculty Collaboration on Library Collection Development," Collaborative Librarianship: Vol. 4 : Iss. 1 , Article 3. DOI: https://doi.org/10.29087/2012.4.1.05 Available at: https://digitalcommons.du.edu/collaborativelibrarianship/vol4/iss1/3 This Scholarly Article is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in Collaborative Librarianship by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Shen: Improving the Effectiveness of Librarian-Faculty Collaboration Improving the Effectiveness of Librarian-Faculty Collaboration on Library Collection Development Lan Shen ([email protected]) Purdue University Calumet Library Abstract Librarian-faculty relations are essential to library collection development. This paper discusses, first of all, the reasons for the customary disconnect between librarians and faculty in light of their different priori- ties, visions, expertise, and status. In an attempt to bridge the librarian-faculty separation, a horizontal strategy is proposed focusing on financial collaborations between the library and other academic depart- ments on campus, such as adopting the balanced budget, fair and rotated resource allocation, and priori- tized investment through providing a General Reserve Fund. A vertical strategy is also proposed defined as an organizational and professional partnership through three different vertical levels, namely, the uni- versity, unit (department/program), and individual levels. At the university level, while the collabora- tion needs to cover the areas of book selection, evaluation, preservation, weeding, and cancellation, it should also rely on campus-wide workshops as an effective way of improving collection development and professional training. At the unit level, in addition to the department liaison model, it is advisable to organize specific forums focusing on the special needs required by different academic programs and de- partments. Individual level collaboration is critical to achieving the proposed goals as all institutional strategies must rely on individual efforts. Librarians should provide individual, informal, and custom- ized outreach services. Author keywords: Collection Development; Librarian-Faculty Collaboration; Resource Allocation; Organ- izational Collaboration Introduction collection development, this article will propose both a horizontal strategy focusing on cross- In an attempt to improve the effectiveness of campus resource allocation and prioritization, library collection development, Kotter believes and a vertical strategy aimed at constructing and that “good relations between librarians and reconstructing organizational and professional classroom faculty are a necessity, not a luxury” collaboration at individual, unit, and university and “the key to success is cooperation, not con- levels between librarians and faculty. flict.”1 Meanwhile, in light of a digital age, in Hahn’s view, liaison librarian is playing a more Reasons for Separation between Librarians central role in carrying the library’s mission.2 and Faculty Needless to say, librarian-faculty relations are essential for collection librarians.3 Prior to considering solutions to the problems of librarian-faculty relations in collection devel- Although there seems to be a consensus that an opment, it is helpful to understand a variety of effective collaboration between librarians and reasons for the lack of collaboration and connec- faculty constitutes one of the key factors in im- tions between librarians and faculty. First of all, proving the quality of library collections, 4 it is it is important to recognize that librarians and helpful to understand why it is so difficult to faculty representatives have different priorities build an effective librarian-faculty relationship and visions related to library collection devel- and how librarians can take important steps in opment. One of the key differences concerns developing such a relationship. Following a variant priorities in allocating financial re- discussion of some of the problems and barriers sources. In light of budget constraints, it is un- to librarian-faculty collaboration in the field of derstandable that librarians and faculty often Collaborative Librarianship 4(1):14-22 (2012) 14 Shen: Improving the Effectiveness of Librarian-Faculty Collaboration have to compete for a share of the financial pie.5 same token, library staff members are usually Obviously, the availabilities of solving such knowledgeable about new developments within budget issues are limited and institutional prior- their areas of specialization but they can be ig- ities must enhance their roles in the financial norant when it comes to marketing their prod- decision-making process.6 Chu provides an ex- ucts and services to faculty.10 Further, librarian- ample that one faculty member in a special field faculty differences arise in terms of their differ- “complained that her department has 300 majors ent organizational subcultures because libraries and less than $5,000 budgeted for library mate- “encourage a culture of sharing, cooperation, rials.” Expectedly, this professor “feels no obli- and collaboration, for the ultimate purpose of gation to incur cuts so another department with assisting students in their educational pursuits” about 30 majors can continue subscriptions to a while “faculty culture is generally more isolated group of journals at $11,700 per year.” 7 and proprietary.” 11 Additionally, both faculty and librarians have On yet another front, there are psychological different perspectives on the priority of collec- reasons for the librarian-faculty disconnect in tion development reflecting rather specific and that “many librarians are afraid of faculty and narrow areas of research and teaching focus. intimidated.” 12 In the view of some librarians Wicksa, Bartolob and Swordsc offer, by way of holding Ph.D. degrees with rank and tenure, example, that a library will have a fine Buddhist other university faculty members, as the case collection if a powerful faculty representative is may be, may look down upon librarians. For an Asian philosopher. The effect of this can be instance, Malenfant indicates that “as a profes- long-term. The worst situation is that these fac- sion, librarians often feel faculty members have ulty representatives “often are junior faculty impressive credentials and are somehow supe- who later move on to other schools, upon which rior. This mindset poses a significant challenge their replacement will promptly skew the collec- for creating an atmosphere of mutuality and tion toward another –ism.”8 As a result, the li- shared action to change such a large system as brary collection will suffer from the lack of con- scholarly communication.” As he suggests, the sistence, comprehension, and a long-term plan. need exists for librarians “to think differently about themselves as partners with faculty in the Other problems pertain to inefficient communi- research enterprise and not servants.”13 cation and resulting frustration brought about as librarians wait for faculty recommendations on To explain this psychological aspect, Evelyn B. new acquisitions when patrons may have al- Haynes has identified such common faculty per- ready asked for the items. This also concerns a ceptions. These include “librarians …more as tension between the faculty expertise that is subordinates than as academic equals; their in- needed and the mandate of the library to collect volvement in student education is negligible; what in fact the patrons really want and that a they lack adequate teaching and research expe- wide scope of acquisition requests need to be rience; and their educational credentials are sub- considered, not only those of faculty. Yet anoth- standard.”14 Adding to the divide, as Christian- er problem occurs when it becomes apparent sen, Stombler and Thaxton suggest, faculty that faculty make recommendations on past members view their classes as their own territo- publications and a retrospective view of the lit- ry where usually faculty do not want to consult erature in a subject area, while librarians tend to with librarians in the process. Their research make decisions based on future needs of bor- also indicates that, “faculty see librarians as a rowers.9 resource (in some cases, a last resort) for gaining access to materials, not as experts who may play In addition, faculty and librarians have different a central role in the preparation and execution of knowledge and specialties leading to misunder- a research project.”15 Another factor that may standings. Teaching faculty often fail to be sym- reinforce condescending attitudes towards li- pathetic, not because they conceptually oppose brarians concerns their difference in standing in the changes their library is making but rather a university, librarians as “staff” and faculty as because they do not understand them. By the “scholars,” although many academic librarians Collaborative
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