caut librarians conference contested terrain: shaping the future of academic librarianship ottawa,...

Librarians as Teachers, Researchers and Community Members Meg Raven, Mount Saint Vincent University Francesca Holyoke, University of New Brunswick Karen Jensen, Concordia University

CAUT Librarians Conference

Contested Terrain: Shaping the Future of Academic Librarianship

Ottawa, ON, 26-27 October 2012

CAUT Librarians Conference Shaping the Future of Academic Librarianship

26-27 October 2012

Terms of employmentWorkload includes:

Universities 2012¹ 2004²

Colleges 2012³

Professional Practice 93% 42%

Scholarly Activities 79% 74% 31%

Academic Service 89% 57%

¹Preliminary data from 2012 CAUT Librarian Salary Survey (61 responses)²Data from 2004 CAUT Librarian Salary Survey (47 responses)

³Preliminary data from 2012 CAUT Librarian Salary Survey (29 responses)

Academic librarian workload responsibilities

Librarians as Teachers

CAUT Librarians Conference Shaping the Future of Academic

Librarianship 26-27 October 2012

My answer is an emphatic “yes”


26-27 October 2012

Do librarians teach?


26-27 October 2012

Types of teaching: Universities (62)

Colleges (28)

Workshops 95% 100%

Integrated instruction in non-library courses

77% 54%

Library courses (non-credit) 42% 50%

Non-library credit courses 34% 14%

Library credit courses 27% (17) 3%

Preliminary data from 2012 CAUT Librarian Salary SurveyIncludes responses from 62 universities, 28 colleges

Academic Librarians: Teaching responsibilities

Growing consensus is “yes” Teaching vs. instruction Historical precedent: professors were the

first librarians Teaching must involve more than complex

reference interactions or one-shot information literacy (resource-based) workshops, etc.


26-27 October 2012

Should librarians teach?

Librarians as teachers: we apply the label “teaching” to a variety of activities: reference instruction, one-shot classes, workshops, collaborative courses, integrated content, credit courses

In collective agreements: usually included with “professional practice” and not drawn out at a specific responsibility (as are research and service)

Can be invisible work Not all librarians participate in teaching


26-27 October 2012

How is teaching operationalized in the academic librarian context?

Lack of professional preparation Inflexibility of schedule Time requirements of teaching Colleagues who do not understand value of

teaching, or begrudge the time it takes away from the library. Workload implications for all.

Equity issue: librarians already don’t have one term free of “teaching”. Will regularized teaching exacerbate the problem?

Equitable compensation More PT instructors


26-27 October 2012

Cons of Teaching (credit courses)

Lack of standardization to our teaching Will those NOT teaching lose credibility or

become vulnerable (dispensable?) Trend in higher education to promote core

competencies, which has benefited libraries teaching IL, but we must not be party to diminished curricula

Less time for research Self confidence – can we do it?


26-27 October 2012

Teaching challenges

Closer interaction with students over extended time

Deeper understanding of faculty workload Better understanding of curricular needs New way of looking a collection

development Enhanced faculty status Increased intellectual stimulation Sharper self-assessment of teaching

performance


26-27 October 2012

Benefits of teaching credit courses

Academic librarianship: service profession or academic discipline?◦ If academic discipline = teaching, research, service

Revitalized role for librarians and library on campus

More active participation in teaching and scholarly life will allow for greater input in campus strategic planning


26-27 October 2012

Why we should take up (more credit-based) teaching

Embrace teaching Recognize teaching as more than just

another professional duty Hire with teaching in mind Reassign non-professional duties Consider a library-based full credit course Staffing levels are a management

responsibility; don’t defer teaching due to too few staff


26-27 October 2012

What to do to advance teaching

At the national level: ◦ Review CAUT discussion paper on teaching.◦ Continue to survey librarians on their teaching

practices.◦ Lobby for curricular changes in MLIS programs

that support librarian-teaching.◦ Establish best practices for librarian workload:

teaching is an integral part of the profession and needs to be recognized as such.


26-27 October 2012

What needs to be done?

http://www.caut.ca/secure-download.asp?file=discussion/CAUT_LC_DP_Teaching2009.pdf&lang=1

Common Priorities: Librarians

◦Professional practice◦Service◦Research

Where does teaching fit?

Common Priorities: Faculty

◦Research◦Teaching◦Service


26-27 October 2012

Librarian vs. Faculty: workload responsibilities

At the local level:◦ Define our professional identity to include

teaching ◦ Establish criteria for the evaluation and review

of teaching◦ Establish criteria for teaching excellence◦ Better manage this part of our workload

through thoughtful contract language


26-27 October 2012

What needs to be done?

Should CAs recognize teaching as a distinct responsibility?

MSVU: ◦ Workload: The following elements constitute Librarian members'

workload: professional practice (the provision of information services to library users and the technical services required to deliver these information services); scholarly and/or professional activity, and internal and external collegial service. Professional practice may include the teaching of one half-unit LIBR course per Agreement year.

◦ RTP/RPP: Evaluation criteria prescribes that when professional practice includes the teaching of LIBR courses a teaching portfolio is required (identical language to faculty)

◦ Other institutions that identify “teaching” in CAs: Guelph, Memorial, Toronto, Saskatchewan


26-27 October 2012

Collective Agreement language


26-27 October 2012

ReferencesBewick, L., & Corrall, S. (2010). Developing librarians as teachers: A study of their pedagogical knowledge. Journal of

Librarianship and Information Science, 42(2), 97-110. doi: 10.1177/0961000610361419Christiansen, L., Stombler, M., & Thaxton, L. (2004). A report on librarian-faculty relations from a sociological perspective.

Journal of Academic Librarianship, 30(2), 116-121. Coker, C., van Duinkerken, W., & Bales, S. (2010). Seeking full citizenship: A defense of tenure faculty status for librarians.

College & Research Libraries, 71(5), 406-420. Cunningham, A. D., & Donovan, C. (2012). Settling uncharted territory: Documenting & rewarding librarians’ teaching role in

the academy. In C. W. Wilkinson, & C. Bruch (Eds.), Transforming information literacy programs intersecting frontiers of self, library culture, and campus community (pp. 181-220). Chicago: Association of College and Research Libraries. Retrieved from http://www.wagner.edu/library/sites/wagner.edu.library/files/ /download/TransformingInformationLiteracyProgramsACRL.pdf

Davey, N., & Andrews, T. (1978). Implications of faculty status for university librarians, with special attention to tenure. Journal of Academic Librarianship, 4(2), 71-74. Retrieved

Julien, H., & Pecoskie, J. (. L. ). (2009). Librarians' experiences of the teaching role: Grounded in campus relationships. Library & Information Science Research (07408188), 31(3), 149-154. doi: 10.1016/j.lisr.2009.03.005

Kemp, J. (2006). Isn't being a librarian enough? librarians as classroom teachers. College & Undergraduate Libraries, 13(3), 3-23. doi: 10.1300/J106v13n03-02

Loesch, M. F. (2010). Librarian as professor: A dynamic new role model. Education Libraries, 33(1), 31-37. Owusu-Ansah, E. (2007). Beyond collaboration: Seeking greater scope and centrality for library instruction. Portal: Libraries &

the Academy, 7(4), 415-429. 10.1353/pla.2007.0043 Partello, P. (2005). Librarians in the classroom. Reference Librarian, 43(89), 107-120. doi: 10.1300/J120v43n89•08 Polger, M. A., & Okamoto, K. (2010). "Can't anyone be a teacher anyway?": Student perceptions of academic librarians as

teachers. Library Philosophy & Practice, 12(2), 1-16. Salony, M. 1995. The history of bibliographic instruction: Changing trends from books to the electronic world. The Reference

Librarian, 51/52, 31-51.Wyss, P. A. (2010). Library school faculty member perceptions regarding faculty status for academic librarians. College &

Research Libraries, 71(4), 375-388.

Librarians as Researchers

As academics and on the job

CAUT Librarians Conference Shaping the Future of Academic

Librarianship 26-27 October 2012


26-27 October 2012

Model Clause on the Scholarly Activities of Academic Librarians


26-27 October 2012

Model Clause on the Scholarly Activities of Academic Librarians The pursuit of research, study, educational

and other scholarly activities shall constitute a normal component of a librarian’s workload

A librarian shall have the right to devote up to 40% of normal workload to the pursuit of research, study, educational and other scholarly activities


26-27 October 2012

Model Clause on the Scholarly Activities of Academic Librarians The scheduled duties of librarians shall be

arranged so that there is regular and sufficient uninterrupted time for the pursuit of research, study, educational and other scholarly activities

Research, study, educational and other scholarly activities performed by a librarian shall be considered in the librarians performance appraisal, promotion or tenure evaluation


26-27 October 2012

Terms of employmentWorkload includes:

Universities2012 (66) 2008

(62)

Colleges 2012(28) 2008

(32)

Scholarly Activities 79% 69% 31% 0

Contract provisions Universities2012 2008

Colleges 2012 2008

Sabbatical 71% 69% 67% 28

Research days 63% 29 out 62 answered 43% 3 in total

Preliminary data from 2012 CAUT LSAS SurveyRaw data from the 2010 CAUT LSAS Survey

%’s based on total number of replies to questions

Workload responsibilities & enabling contract provisions

Part of the normal workload? Required for promotion, tenure? Pursued for interest?


26-27 October 2012

Is research…

The same as scholarly activity? The same for librarians & faculty? Influenced by the “practitioner-researcher”

paradigm?


26-27 October 2012

Is research…

Faculty◦ Asymmetrical disconnect in understanding

librarians work◦ Respect librarians as experts◦ Value collaboration that do include research

collaborations Christiansen, Stombler & Thaxton, 2004


26-27 October 2012

How others perceive librarians’ research

Library School Faculty believe ◦ librarians are disadvantaged in producing

research because of their schedules ◦ Sabbatical and research leaves facilitate research

and improve publication rates Wyss, 2010, p. 383

◦ The MLS may not be sufficient to prepare librarians for faculty stats Wyss, 2010, p. 379


26-27 October 2012


CARL◦ Librarians as Researchers and Writers◦ Research Competencies for CARL Librarians◦ Core Competencies for 21st Century CARL

Librarians◦ Librarians’ Research Institute


26-27 October 2012


Collective Agreement or work conditions◦ librarians are expected to develop their

professional knowledge, scholarly competence, and effectiveness as librarians. Where research is conducted by librarians in the course of their duties in accordance with the provisions of Article 16C.02, it shall have as its primary objective to increase knowledge and understanding, to improve the professional competence of librarians, and to enhance library services. (UNB)


26-27 October 2012


Collective Agreement or work conditions◦ Members have the right to engage in the

following activities Priority One

A) Teaching/Professional Librarianship/Archives Management

B) Scholarly Activity Priority Two

C) University Governance and Administrative Duties… Laurentian


26-27 October 2012


Matters because◦ It is important that the perception of the research

and its place is understood both by librarian peer reviewers and faculty

◦ It affects the support and approval◦ It’s place in workload needs to be understood,

balanced and valued◦ It can influence appointment, promotion and

tenure


26-27 October 2012


Because if we permit it to become only evidence-based practice rather than research-based practice research by librarians will be reduced to complying with metrics

Our own research is vital to protect and advance our profession otherwise we will be defined by others

Since good librarianship is vital to the academic enterprise, it follows that advancing knowledge of the field of librarianship is vital to maintaining our ability to do so” (Lowry p. 449-450)


26-27 October 2012

Why should we take ownership of research?

Lack of professional preparation/confidence Inflexibility of schedule Time requirements Colleagues who do not understand value of

research, or begrudge the time it takes away from the library. Workload implications for all.

Equity issue: many librarians struggle to find designated, dedicated research time (eg a research term).

Will research expectations increase pressure?


26-27 October 2012

Barriers to taking ownership

Will those who do no research lose credibility or become vulnerable (dispensable?)

Might this lead to a two-tiered, streamed division of academic librarianship along the lines of the faculty “research professor” vs “teaching professor”

Funding How do we keep it all in the mix – practice,

research and service?


26-27 October 2012

Ownership challenges


26-27 October 2012

ReferencesCARL. (2012). Librarians’ Research Institute. Canadian Association of Research Libraries. Retrieved from

http://carl-abrc.ca/en/research-libraries/librarians-research-institute.html; https://sites.google.com/site/2012lriwindsor/home.

CARL Library Education Working Group. (200?). Librarians as Researchers and Writers: Research Priorities for Canada’s Research Libraries. Canadian Association of Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/writers-1.pdf.

CARL Library Education Working Group. (2007). Research Competencies for CARL Librarians. Canadian Association of Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/carl_lewg_product_brief-en.pdf.

CARL Library Education Working Group and Building Capacity Subcommittee. (2010). Core Competencies for 21st Century CARL. Canadian Association of Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/core_comp_profile-e.pdf.

CAUT. (2003). Model Clause on the Scholarly Activity of Academic Librarians. Canadian Association of University Teachers. Retrieved from http://www.caut.ca/pages.asp?lang=1&page=412.

Croft, J.B. (2012). Library Faculty and the Research Agenda: A Building Block for the Successful Academic Career. Presented at SWTXPCA February 2012. Academia.edu. http://www.academia.edu/1416295/Library_Faculty_and_the_Research_Agenda.

Fox, D. (2007). A Demographic and Career Profile of Canadian Research University Librarians. The Journal of Academic Librarianship, 33(5), 540-550. doi: 10:1016/j.acalib.2007.05.006.

Fox, D. (2007). Finding Time for Scholarship: A Survey of Canadian Research University Librarians. portal: Libraries and the Academy , 7(4), 540-550. doi: 10.1353/pla.2007.0041.

Fox, D. (2007). The Scholarship of Canadian Research University Librarians. Partnership: the Canadian Journal of Library and Information Practice and Research, 2(2), 22p. Retrieved from: http://journal.lib.uoguelph.ca/index.php/perj/article/view/305.

Jacobs, H.L.M., Berg, S. & Cornwall, D. (2010) Something to Talk About: Re-thinking Conversations on Research Culture in Canadian Academic Libraries. Partnership: the Canadian Journal of Library and Information Practice and Research, 5(2), 11p. Retrieved from: http://journal.lib.uoguelph.ca/index.php/perj/article/view/1247.

Koufogiannakis, D. & Crumley, E. (2006). Research in Librarianship: Issues to Consider. Library Hi Tech, 24(3), 324-340. doi: 10.1108/07378830610692109.

Lowry, C.B. (2004). Research and Scholarship Defined for portal: Libraries and the Academy. portal: Libraries and the Academy, 4(4), 449-453. doi: 10.1353/pla.2004.0068

Watson-Bourne, R. (2000). Academic Librarians as Practitioner-Researchers. The Journal of Academic Librarianship, 26(2), 85-93. doi: 10.1016/S0099-1333(99)00144-5.

Librarians as Community Members

What does “service” mean to academic librarians?What role does “service” play in protecting and

advancing our profession?


26-27 October 2012

Definitions of Service Same as faculty service? Relationship with tenure process and academic

librarian professional status How to compare across institutions? http://academic-librarian-status.wikispaces.com/ http://staffweb.lib.washington.edu/committees/aluw/s

tatus/p-t-information/peers


26-27 October 2012

http://academic-librarian-status.wikispaces.com/

http://staffweb.lib.washington.edu/committees/aluw/status/p-t-information/peers


Service Definition Depends on the Campus

California State University Retention, tenure and promotion guidelines

Example policies and procedures Sample definition of “excellence”


26-27 October 2012

Collective Agreements Include Definitions of Service Example: University of Saskatchewan Library

Standards Example: Concordia University Duties and

Responsibilities of Librarian Members Example: Stanford Medical Center Criteria “Administrative activities detract from the time

available for the primary areas of clinical care, teaching and scholarship”


26-27 October 2012

University of Saskatchewan C.A.(a) Public Service Public service is normally defined as extending the librarian’s expertise to the

community outside of the University Library. It includes service to the campus community, as well as service beyond the campus community that is not sponsored by the University Library. It will be accorded recognition insofar as the activities entail application of expertise associated with the candidate’s position in the University Library. For tenure as or promotion to Librarian III or IV, candidates must demonstrate a willingness to participate. Examples may include, but are not limited to, giving public lectures or presentations, serving as a resource person for a campus group or unit, and participating in campus events.

(b) Service to Academic, Professional or Scientific Organizations To be recognized within this category, service to academic and/or professional

organizations must go beyond membership in an organization to focus on active participation. Such activities might include: service on the committees or executives of academic or professional organizations; service on selection committees for provincial, national or international granting organizations; or service on the editorial board for academic, professional or scientific journals.


26-27 October 2012

Concordia University C.A.Service to the University and the community, which in general includes:

i) participation on University-wide bodies;ii) administrative work not included under Article 17.01 a);iii) committee membership at all levels of the University, including those

mandatedby this Agreement;iv) the taking of an active part in scientific, cultural, educational, professional,governmental and social bodies, together with activities involving expertise orpopularization which are relevant to and compatible with the librarian member’sprofessional role;v) service to the Association;vi) outside professional activities.

Service to the Association? How is “outside” professional service defined?


26-27 October 2012

Administrative Service May Be Excluded “Since a major commitment to administrative

activities detracts from the time available for the primary areas of clinical care, teaching and scholarship, Assistant Professors are discouraged from significant administrative commitment and departments are discouraged from requiring such.”


26-27 October 2012

Teaching Credit Courses at Another Institution Practice at Concordia University Is the outside work paid? Time required


26-27 October 2012

Service in a Service Profession Meaning of the word service in library work Should we treat students, professors, general public

as clients? Trends in customer service training Limiting the kinds of service that librarians deliver Affect on tenure dossiers


26-27 October 2012

CAUT Policy Statement CAUT Policy Statement on Academic Status and

Governance for Librarians at Canadian Universities and Colleges (http://www.caut.ca/pages.asp?page=249&lang=1)


26-27 October 2012

http://www.caut.ca/pages.asp?page=249&lang=1

Collegial Governance3.1 As academic staff, librarians have both a right and a duty to participate in

collegial governance of the academic institution. They must therefore be eligible to serve as elected or appointed members on all governing councils and committees. Though the chief librarian may serve in an ex-officio capacity, all librarians should be eligible to serve as elected members of the senate, or equivalent body, and its committees. All governance bodies, including but not limited to Councils and departmental and divisional committees, must provide for the effective participation of librarians.

3.2Librarians should be represented on any committee whose mandate includes any aspect of the operation of the academic library system or whose decisions affect access to information resources used in teaching, scholarship and research.


26-27 October 2012

ACRL

Association of College and Research Libraries Standards for Faculty Status for Academic Librarians http://www.ala.org/acrl/standards/standardsfaculty

College and university governance Librarians should be eligible for membership

in the faculty senate or equivalent governing body. They should have the same degree of representation as other academic units on all college or university governing bodies.CAUT Librarians Conference

Shaping the Future of Academic Librarianship 26-27 October 2012

http://www.ala.org/acrl/standards/standardsfaculty


Library Governance Understood to include participation in the

development of policies and procedures for the library including the hiring, review, retention, and continuing appointment of peers.


26-27 October 2012

Importance of Service to Faculty

Faculty Service in The California State University (CSU): An Integral Component in the Retention, Tenure, and Promotion of Faculty

March 21, 2012 proposed revisions to McGill University Regulations Relating to the Employment of Academic Staff

“Finally, while the book shies away from issuing an explicit call for change due to the apparent complexity of the issues involved, its existence brings into focus the need to engage more closely and systematically with the definitions and evaluation of service across different institutions and thus move toward more equitable ways of incorporating it into the academic profile.” http://cautbulletin.ca/en_article.asp?ArticleID=3387


26-27 October 2012

http://cautbulletin.ca/en_article.asp?ArticleID=3387

Importance of Service to Librarians Service efforts may lead to scholarly activity or

unusual opportunities for the advancement of librarianship

Collegial governance is critical Keep up-to-date on service issue concerns of other

academic staff Resist efforts to limit service opportunities Limitations diminish librarians’ claim to academic,

and even professional, status


26-27 October 2012


26-27 October 2012

References

ACRL. (2011). Guidelines for Academic Librarians Without Faculty Status. Association of College and Research Libraries. Retrieved fromhttp://www.ala.org/acrl/standards/guidelinesacademic

ACRL. (2011). Standards for Faculty Status for Academic Librarians. Association of College and Research Libraries. Retrieved fromhttp://www.ala.org/acrl/standards/standardsfaculty

Association of Librarians of the University of Washington. Status Committee. (2000?). Promotion & tenure requirements for peer institutions.

Retrieved from http://staffweb.lib.washington.edu/committees/aluw/status/p-t-information/peersCalifornia State University. Academic Senate. Faculty Affairs Committee. (2002). Faculty Service in The California State University (CSU):

An Integral Component in the Retention, Tenure, and Promotion of Faculty. Retrieved fromhttp://www.calstate.edu/AcadSen/Records/Reports/serviceFinalreport.pdf

California State University. Chancellor’s Doctoral Incentive Program. Retention, tenure, and promotion guidelines. Retrieved fromhttp://teachingcommons.cdl.edu/cdip/careertalk/retention_tenure_and_promotion_guidelines.htm

Collective Agreement between Concordia University and the Concordia University Faculty Association in effect until May 31, 2012.Retrieved fromhttp://finearts.concordia.ca/documents/officeofthedean/Servicesandresourcestofaculty/Full%20CUFA%20CA_July%202009.pdf

A Guide to the Professional Status of Academic Librarians in the United States (and Other Places). Retrieved fromhttp://academic-librarian-status.wikispaces.com/

McGill University. Senate. (March 21, 2012). Document #: D11-51 Revisions to Regulations Relating to the Employment of Academic Staff.Retrieved from http://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/d11-51_revisions_to_regs_on_employment_of_academic_staff_0.pdf

McGill University. Senate. (March 21, 2012). Minutes. Retrieved fromhttp://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/minutes_march_21_2012.pdf

Nelson, C. (2010). No University is an Island: Saving Academic Freedom. New York: New York University Press, 2010. Stanford University. School of Medicine. (2009). Faculty Handbook. Retrieved fromhttp://med.stanford.edu/academicaffairs/handbook/chapt2_2.3new.html#_Toc245041327

Swan Hill, J. (2005). Constant Vigilance, Babelfish, and Foot Surgery: Perspectives on Faculty Status and Tenure for Academic Librarians.portal: Libraries and the Academy, 5(1), 7-22. doi: 10.1353/pla.2005.0004.

Takševa, Tatjana. (2012). Review of Over Ten Million Served: Gendered Service in Language and Literature Workplaces, Michelle A.Massé and Katie J. Hogan, eds. Albany, NY: SUNY Press, 2010. Retrieved from

http://cautbulletin.ca/en_article.asp?ArticleID=3387University of Saskatchewan. (2011). University Library Standards for Promotion and Tenure. Retrieved from

http://library.usask.ca/employment/files/Library%20Standards%20-%20July%201%202011.pdf

http://www.ala.org/acrl/standards/guidelinesacademic



http://www.calstate.edu/AcadSen/Records/Reports/serviceFinalreport.pdf

http://teachingcommons.cdl.edu/cdip/careertalk/retention_tenure_and_promotion_guidelines.htm

http://finearts.concordia.ca/documents/officeofthedean/Servicesandresourcestofaculty/Full%20CUFA%20CA_July%202009.pdf

http://academic-librarian-status.wikispaces.com/

http://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/d11-51_revisions_to_regs_on_employment_of_academic_staff_0.pdf

http://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/minutes_march_21_2012.pdf

http://med.stanford.edu/academicaffairs/handbook/chapt2_2.3new.html

http://cautbulletin.ca/en_article.asp?ArticleID=3387

http://library.usask.ca/employment/files/Library%20Standards%20-%20July%201%202011.pdf

caut librarians conference contested terrain: shaping the future of academic librarianship ottawa,...

Documents

librarians teaching

teaching responsibilities

review of teaching

teaching practices

label teaching

types of teaching

value of teaching

teaching excellence