SPEC Kit 349: Evolution of Library Liaisons · 171
CORNELL UNIVERSITY
Strategic Objective III.1 Formalize the Network of Library Liaisons… Appendix 4
15
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
CORNELL UNIVERSITY
Strategic Objective III.1 Formalize the Network of Library Liaisons… Appendix 4
15
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