SPEC Kit 349: Evolution of Library Liaisons · 171
CORNELL UNIVERSITY
Strategic Objective III.1 Formalize the Network of Library Liaisons… Appendix 4
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Appendix 4: General Expectations and Suggested Best Practices for Liaisons Documents (final revision
Oct. 2012)
Reference and Instruction
Instruction
General expectations for liaisons who are not instruction librarians
Promote library instruction
Know about the Library Instruction web site: ttp://www.library.cornell.edu/svcs/serve/classinst
Be familiar with the dimensions of the library instruction program-­‐-­‐-­‐including course-­‐integrated,
customized library research sessions at the undergraduate as well as graduate level, workshops
on topics like images and citation management, orientation for new graduate students in a given
department, etc.
Be aware of current information literacy developments
Be aware of the efforts of unit instruction coordinator(s) and the PSEC Instruction Committee to
promote library instruction, etc.
Serve as a communication conduit between faculty and the library regarding their existing and
evolving needs for Instruction services and tools
Be able to refer instruction issues and requests to appropriate unit instruction coordinator(s)
Suggested best practices for liaisons who are instruction librarians include:
Maintain regular contact with department/program including directors of
undergraduate studies and the directors of graduate studies to learn about curriculum
and discuss instruction issues
Examine the schedule of classes each semester identity core/foundational, research
methods, and capstone courses, contacting appropriate faculty
Analyze department curriculum identify and target critical courses for library
instruction and work with the pertinent faculty
Deliver effective instruction which includes class sessions and other mechanisms such as
LibGuides, individual research consultations, online tutorials, handouts, etc.
Develop plans and strategies to deliver effective instruction for target populations
Develop instructional programs and learning materials in a variety of formats, using
instructional design principles
Engage in reflective teaching through use of instructional improvement tools such as
attending forums, discussion groups, workshops, speakers, and peer evaluation, etc.
Attend workshops and other activities organized by the Instruction Committee
Create student learning outcomes for library instruction sessions, assess learning, and
use assessment to improve instruction and student learning
Identify, explore, and use new technologies to enhance student learning, as appropriate
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