156 · Representative Documents: Responsibilities, Competencies, Goals
OHIO STATE UNIVERSITY
A Framework for the Engaged Librarian
http://library.osu.edu/staff/administration-reports/Engaged_Librarian_Framework_Dec2011.pdf
Examples of
best practices:
Applying knowledge of changing
user needs and behaviors to review
continuing commitments and approval
plans regularly to ensure our collections
reflect current research and scholarship
on campus
Expending collection funds effectively
and in a timely manner
Identifying new content (e.g.
e-resources) that advances research or
teaching at OSU and creatively seeking
resources to acquire it.
Participating actively in managing
print retention and maintaining print
collections within shelf capacity
Analyzing usage data for electronic or
print collections and revising purchase
recommendations in response.
Developing and maintaining
relationships with donors (both in-kind
and monetary) and dealers.
Competencies:
Promoting understanding among
faculty and other teaching staff about
approaches to integrating information
literacy concepts and skills into the
curriculum
Understanding basic principles of
instructional and assignment design
appropriate to information literacy
instruction
Using program assessment data to plan
new areas of instructional initiative
Developing effective instructional
sessions and provide alternative learning
opportunities (research consultations,
Carmen Library Links, etc.)
Engaging in reflective teaching through
the use of instructional improvement
tools that are available from UCAT
(University Center for the Advancement
of Teaching) and the Library’s Teaching
and Learning Office
Understanding basic copyright
principles and recognize basic areas of
application (e.g. fair use scenarios and
face-to-face teaching exceptions)
Tschera Connell
Tamar Chute
Florian Diekmann
Maureen Donovan
Anne Fields
Kathy Webb
Craig Gibson
Examples of
best practices:
Analyzing curriculum within
assigned subject areas and
prepare curriculum
maps or other curriculum
plans for information literacy
competencies
Negotiating with teaching
faculty on timing, purpose,
and learning outcomes for
information literacy instruction
Writing learning outcomes for
information literacy appropriate
to their disciplines
Using appropriate assessment
techniques to gather and analyze
information on student learning
and information needs in
preparing instruction
Developing learning materials
in a variety of formats for a
variety of teaching situations
(e.g., materials for faculty or
GTAs to use for class sessions)
Teaching classes effectively
using a variety of pedagogies
Creating learning environments
using appropriate e-learning
technologies or systems
Working with staff in the
Libraries’ Teaching and
Learning Office in improving
instruction and to incorporate
new technologies and effective
e-learning strategies
Performing regular teaching
self-assessments
Teaching and Learning
Collaborate with colleagues within and beyond the libraries on planning,
delivering, improving, and assessing information literacy initiatives within
the context of the larger curriculum of the university.
Engaged Librarian
Framework
Working Group
Collection Development
continued
The Ohio State University Libraries
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