196 · Representative Documents: Program Evolution
UNIVERSITY OF MASSACHUSETTS AMHERST
UMass Amherst Libraries Librarian Engagement Framework: moving forward
W:\committes&wrkgrps\LiaisonCouncil\liaison responsibilities\librarian_engagement+program+v.3_042215 5
o Partnering with researchers on projects and/or grants.
o Participating in departmental, college, institute and campus committees.
o Sharing information concerning colleges, departments, programs, institutes/centers,
faculty senate, and other relevant organizations (i.e., Five Colleges, Boston Library
Consortium, etc.) with library colleagues.
o Engaging in scholarly pursuits through research and coursework
o Reviewing and using library data relevant to assigned areas.
Additional priorities are outlined below. As always, librarians and their supervisor will develop
priorities based on departmental and individual goals and the strategic goals of the Libraries. The
priorities articulate a wide range of potential activities depending on the librarian’s assignment(s).
1. Teaching and learning: Design and deliver pedagogically appropriate instruction for library
users that supports University curricula and learning outcomes. Responsibilities and core
activities include:
• Engaging with faculty and teaching assistants/associates in programmatically integrating
metaliteracy1 concepts into the curriculum.
• Delivering and assessing effective instructional sessions2. Use sound instructional design practice
to develop learning materials and instructional programs.
• Engaging in reflective teaching through the use of instructional improvement tools such as peer
evaluation or teaching portfolios. Participate in Center for Teaching and Faculty Development
(CTFD), IT Academic Computing, and other professional development programs to improve
instructional and assessment techniques.
• Analyzing current teaching and research trends and materials in assigned department(s).
Best practice examples:
o Examining the schedule of classes each semester to identify foundational, research
methods, and capstone courses contacting appropriate faculty to discuss how the
Libraries can improve programmatic support.
o Instructing or co-instructing research methods courses.
o Meeting with departmental undergraduate and graduate program directors on a
regular basis to keep current on instructional changes and needs.
o Keeping current with new pedagogical techniques.
1 According to Thomas P. Mackey and Trudi Jacobson, “Metaliteracy is an overarching and self-‐referential framework
that integrates emerging technologies and unifies multiple literacy types,” for example, information literacy, visual
literacy, media literacy, etc. For more in-‐depth coverage of this subject, see: “Reframing Information Literacy as a
Metaliteracy,” an article by Thomas P. Mackey and Trudi E. Jacobson, which was published in the January 2011 issue of
College &Research Libraries.
2 Instructional sessions includes classroom sessions and individual research consultations.
UNIVERSITY OF MASSACHUSETTS AMHERST
UMass Amherst Libraries Librarian Engagement Framework: moving forward
W:\committes&wrkgrps\LiaisonCouncil\liaison responsibilities\librarian_engagement+program+v.3_042215 5
o Partnering with researchers on projects and/or grants.
o Participating in departmental, college, institute and campus committees.
o Sharing information concerning colleges, departments, programs, institutes/centers,
faculty senate, and other relevant organizations (i.e., Five Colleges, Boston Library
Consortium, etc.) with library colleagues.
o Engaging in scholarly pursuits through research and coursework
o Reviewing and using library data relevant to assigned areas.
Additional priorities are outlined below. As always, librarians and their supervisor will develop
priorities based on departmental and individual goals and the strategic goals of the Libraries. The
priorities articulate a wide range of potential activities depending on the librarian’s assignment(s).
1. Teaching and learning: Design and deliver pedagogically appropriate instruction for library
users that supports University curricula and learning outcomes. Responsibilities and core
activities include:
• Engaging with faculty and teaching assistants/associates in programmatically integrating
metaliteracy1 concepts into the curriculum.
• Delivering and assessing effective instructional sessions2. Use sound instructional design practice
to develop learning materials and instructional programs.
• Engaging in reflective teaching through the use of instructional improvement tools such as peer
evaluation or teaching portfolios. Participate in Center for Teaching and Faculty Development
(CTFD), IT Academic Computing, and other professional development programs to improve
instructional and assessment techniques.
• Analyzing current teaching and research trends and materials in assigned department(s).
Best practice examples:
o Examining the schedule of classes each semester to identify foundational, research
methods, and capstone courses contacting appropriate faculty to discuss how the
Libraries can improve programmatic support.
o Instructing or co-instructing research methods courses.
o Meeting with departmental undergraduate and graduate program directors on a
regular basis to keep current on instructional changes and needs.
o Keeping current with new pedagogical techniques.
1 According to Thomas P. Mackey and Trudi Jacobson, “Metaliteracy is an overarching and self-‐referential framework
that integrates emerging technologies and unifies multiple literacy types,” for example, information literacy, visual
literacy, media literacy, etc. For more in-‐depth coverage of this subject, see: “Reframing Information Literacy as a
Metaliteracy,” an article by Thomas P. Mackey and Trudi E. Jacobson, which was published in the January 2011 issue of
College &Research Libraries.
2 Instructional sessions includes classroom sessions and individual research consultations.
