Amplifying the
Educational Role
of Librarians
Elizabeth A. Dupuis, Associate University Librarian for
Educational Initiatives and Director of the Doe/Moffitt Libraries,
University of California, Berkeley
ur libraries and universities are continuously adapting, seeking
effective to respond to the fundamental and interconnected
of research, teaching, and public service. To name just a few
recent shifts: institutions and departments have drafted and adopted student
learning outcomes for all graduates of their programs; curricula have evolved
to include problem-solving and research-based learning; research projects
incorporate various media and take more technological and creative forms;
online programs have increased exponentially; and national studies and
educational research have informed our understanding of factors that
enhance student engagement1 and result in deeper learning.2
As institutions respond to these changes, librarians can, and should, offer
valuable perspectives and expertise to initiatives such as accreditation planning
and strategic goal setting, development of student learning outcomes, design of
course management systems, assessment of student learning, and promotion of
teaching-effectiveness programs. My focus within the process at Berkeley, and
for this article, will be the often under-emphasized educational role of librarians.
Responding strategically to economic pressures, many libraries are taking a
fresh look at the changing needs of faculty and students and realigning the
library’s priorities and models to best meet current and future needs. As with
many ARL libraries, the University of California, Berkeley has a decentralized
library system and a campus with research interests that are both wide and deep;
identification of lower priorities or lesser-used functions is neither easy nor
obvious. However, the librarian’s role as an educational partner is recognized as
one area of strategic importance for the long-term vitality of research libraries
and the effectiveness of campus teaching and learning initiatives.
RLI 265
Previous Page Next Page