Collaboration and the Academic Library: Internal and External, Local and Regional, National and International

Collaboration and the Academic Library

Internal and External, Local and Regional, National and International

First Edition

Jeremy Atkinson

Library and Information Services Consultant, Cardiff, Wales, United Kingdom

Table of Contents

Cover image

Title page

Copyright

Dedication

Contributors

About the Editor

Acknowledgements

Section I: Introduction

Chapter 1: Introduction

Abstract

Section II: Collaboration, Universities and Their Libraries

Chapter 2: Collaboration and Academic Libraries: An Overview and Literature Review

Abstract

2.1 Introduction

2.2 Collaboration, Universities, and Their Libraries

2.3 Academic Libraries and Internal Collaboration

2.4 Academic Libraries and External Collaboration

Chapter 3: Taming the Hydra: The Need for Effective Consultation and Collaboration in Academic Libraries

Abstract

Chapter 4: Institutional Transformation Through Collaboration

Abstract

4.1 Introduction

4.2 The Digital Campus Transformation Programme

4.3 Canvas

4.4 Culture Change

4.5 Conclusion

Section III: Academic Libraries and Internal Collaboration

Chapter 5: The Tyranny of Distance: Communities of Practice at the University of Notre Dame Australia

Abstract

5.1 Description

5.2 Analysis

5.3 Synthesis

Chapter 6: Collaboration in a Converged Service: A Case Study from Cardiff Metropolitan University

Abstract

6.1 Context

6.2 Background

6.3 Library Services

6.4 Benefits and Challenges

6.5 Communication

6.6 L&IS Staff Experience Programme

6.7 Conclusion

Chapter 7: Superconvergence at Sheffield Hallam University

Abstract

7.1 Library and Student Support Services: Overview

7.2 Reflection

Chapter 8: Effective Embedding: Working With Academic Departments and Online Courses

Abstract

8.1 Introduction

8.2 Embedding in an Academic Department

8.3 Embedding in an Online Course

8.4 Conclusion: Is Embedding Worthwhile?

Chapter 9: Building an Online Copyright Module: A Case Study in Collaborative Learning

Abstract

9.1 Introduction

9.2 Methodology

9.3 Findings and Analysis

9.4 Discussion and Recommendations

9.5 Conclusion

Chapter 10: A Digital Capabilities Framework for the University of Adelaide: An Exercise in Co-Creation

Abstract

10.1 Introduction

10.2 Local Strategic Context

10.3 Beginnings

10.4 Developing the Framework

10.5 Reflections

10.6 The Collaborative Process: What Worked Well and Not So Well?

10.7 Conclusion

10.8 The Future

Chapter 11: Supporting Digital Scholarship and the Digital Humanities: A Collaboration on Concept, Space, and Services Between the Library and the Faculty of Arts at the University of Melbourne

Abstract

11.1 Introduction

11.2 Planning, Scoping, and Development of the Digital Studio Collaboration

11.3 Collaboration Specifics: Functional Design Considerations

11.4 Collaboration Specifics: Service Provision and Delivery Model

11.5 Opportunities and Benefits From the Digital Studio Collaboration

11.6 Challenges and Lessons Learnt From the Digital Studio Collaboration

11.7 Conclusion

Chapter 12: Service Design and Co-Design Work at Aalto University Learning Centre

Abstract

12.1 Aalto University and Aalto University Library

12.2 Service Design Co-Creation Phase

12.3 Service Promise and New Services for the Learning Centre

12.4 New Space, New Services

12.5 Why Service Design?

Chapter 13: The Academic Library and the Research Office: Providing Scholarly Communications Support at Imperial College London—A Case Study

Abstract

13.1 Introduction

13.2 Imperial College London

13.3 Early Planning for Enhancing Open Access Services

13.4 Initiatives Enabled by the Collaboration

13.5 2016 Onwards

13.6 Reflections

Chapter 14: A One-Team Collaborative Approach to Research Outputs Collection, Management, and Reporting to Deliver Enhanced Services to Researchers and the University Community

Abstract

14.1 Introduction

14.2 About UniSA

14.3 Background

14.4 Literature Review

14.5 Making the Case for Change

14.6 Activities Undertaken

14.7 Outcomes and Successes

14.8 Our Communication Strategy—‘One Message’

14.9 Lessons Learnt

14.10 Future Developments

Section IV: Academic Libraries and External Collaboration

Chapter 15: The Implementation of ORCID by All Major Research Institutions Across New Zealand

Abstract

15.1 Background

15.2 The Approach

15.3 The Work

15.4 The Result

15.5 The Benefits

15.6 What We Learnt

Chapter 16: National Collaboration: The Shared Library Management System in Wales

Abstract

16.1 Background

16.2 Tender Process

16.3 Contract Award

16.4 Governance

16.5 Analysis

16.6 Synthesis

16.7 Conclusion

Chapter 17: New Audiences, New Opportunities in a Joint Academic and Public Library: The Hive, University of Worcester, United Kingdom

Abstract

17.1 Introduction

17.2 Designing The Hive

17.3 Developing New Audiences

17.4 Case Study 1: Engaging Students in Service Delivery

17.5 Case Study 2: Services to the Business Community

17.6 Conclusions

Chapter 18: The Scottish Higher Education Digital Library (SHEDL): Successes, Challenges, and the Future

Abstract

18.1 Introduction

18.2 The SHEDL Model

18.3 A Successful Collaboration: Alignment of Purpose Over Time

18.4 Research Pools

18.5 Complexity of SHEDL

18.6 The Challenges and Opportunities of Working in a Diverse Consortium

18.7 The Benefits of the SHEDL Approach

18.8 Trusted Working Relationships

18.9 The Future

18.10 Statistics

Chapter 19: OCLC: Enabling Collaboration and Innovation With and Between Academic Libraries, Nationally and Internationally

Abstract

19.1 Introduction

19.2 Governance Matters: OCLC’S Road to an International Collaborative Community

19.3 Collaborative Services

19.4 Facilitating Collaboration: The Collective Collection

19.5 Global Authority

19.6 Final Thoughts

Section V: Reflections

Chapter 20: Reflections on Collaboration and Academic Libraries

Abstract

20.1 Introduction

20.2 The Context and Drivers for Collaboration

20.3 The Benefits of Collaboration

20.4 The Constraints and Barriers to Collaboration

20.5 Collaborative Activities

20.6 Participant Attributes

Further Reading

1 Section 1: Introduction

2 Section 2: Collaboration, Universities and Their Libraries

3 Section 3: Academic Libraries and Internal Collaboration

4 Section 4: Academic Libraries and External Collaboration

Abbreviations and Acronyms

Index

Copyright

Chandos Publishing is an imprint of Elsevier

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Copyright © 2018 Jeremy Atkinson. Published by Elsevier Ltd.

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This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).

Notices

Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.

Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.

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Library of Congress Cataloging-in-Publication Data

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A catalogue record for this book is available from the British Library

ISBN: 978-0-08-102084-5 (print)

ISBN: 978-0-08-102288-7 (online)

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Dedication

To all my library collaborators, past and present.

Contributors

Stephanie Allen     University of Worcester, Worcester, United Kingdom

Susan Ashworth     University of Glasgow, Glasgow, Scotland, United Kingdom

Jeremy Atkinson     Library and Information Services Consultant, Cardiff, Wales, United Kingdom

Judith Bailey     University of Adelaide, Adelaide, SA, Australia

Aldwyn Cooper     Vice Chancellor and Chief Executive Officer, Regenťs University London, London, United Kingdom

Megan Deacon     Monash University, Clayton, VIC, Australia

Nuala Devlin     Sheffield Hallam University, Sheffield, United Kingdom

Janine Downes     University of Worcester, Worcester, United Kingdom

Nel Duffield     University of Adelaide, Adelaide, SA, Australia

Jill Evans     SCURL, c/o National Library of Scotland, Edinburgh, Scotland, United Kingdom

Sophie Farrar     The University of Notre Dame Australia, Fremantle, WA, Australia

Amy Han     Monash University, Clayton, VIC, Australia

Ruth Harrison     Imperial College London, London, United Kingdom

Starr Hoffman     University of Nevada Las Vegas, Las Vegas, NV, United States

Judith Keene     University of Worcester, Worcester, United Kingdom

Leo Konstantelos     University of Melbourne, Melbourne, VIC, Australia

Philippa Levy     University of Adelaide, Adelaide, SA, Australia

Cathryn Mahar     University of South Australia, Adelaide, SA, Australia

Donna McRostie     University of Melbourne, Melbourne, VIC, Australia

Stephen McVey     The University of Notre Dame Australia, Fremantle, WA, Australia

Susan Mikilewicz     University of South Australia, Adelaide, SA, Australia

Gareth Owen     Cardiff University, Cardiff, Wales, United Kingdom

Andrew K. Pace     OCLC, Dublin, OH, United States

Fiona Parsons     University of Wolverhampton, Wolverhampton, United Kingdom

Jenny Quilliam     University of South Australia, Adelaide, SA, Australia

Eila Rämö     Aalto University, Espoo, Finland

Paul Riley     Cardiff Metropolitan University, Cardiff, Wales, United Kingdom

Anne Scott     University of Canterbury, Christchurch, New Zealand

Tracey Stanley     Cardiff University, Cardiff, Wales, United Kingdom

Alison Stevenson     Glasgow School of Art, Glasgow, Scotland, United Kingdom

Tom Storey     OCLC, Dublin, OH, United States

Helen Thomas     University of Canterbury, Christchurch, New Zealand

Melanie Thorn     Monash University, Clayton, VIC, Australia

Steven Yates     Monash University, Clayton, VIC, Australia

About the Editor

Jeremy Atkinson has wide-ranging experience and expertise in the leadership, management, and development of academic library services. He had overall responsibility for the strategic and operational management of library and information services at the University of Glamorgan (now University of South Wales) from 1991 to 2012. He previously held library posts at the University of Northumbria, Cardiff University, and Manchester Metropolitan University. His most recent experience (2012 to date) is as a Library and Information Services Consultant working with a number of high-profile clients, including Jisc, SCONUL, and individual UK universities. This work has included research and reviews of national and international library partnerships and collaborative activities.

Jeremy has extensive experience of library collaboration at the local and regional levels, including the management and development of academic library partnerships with health service and further education college libraries. He has also had a long-standing and active involvement in a large number of UK strategic committees and groups, notably those of Jisc (continuous involvement from 1998 to 2012), SCONUL (including 3 years as a trustee and member of the SCONUL Executive Board), and WHELF (Wales Higher Education Libraries Forum). Work with WHELF included playing a key leadership role in an influential review of Welsh academic library collaboration and in the development of WHEEL (Wales Higher Education Electronic Library).

Jeremy has produced a wide range of publications and conference papers on topics including change management, quality assurance, electronic resources, and library collaboration. He is the editor of Quality and the academic library: Reviewing, assessing and enhancing service provision, published by Chandos in 2016.

Acknowledgements

Thank you to everyone who has helped to make this book possible: to the authors of the chapters and case studies for agreeing to be involved and for producing very relevant and interesting contributions; to Glyn Jones and Andrae Akeh of Chandos Publishing for their support at all stages of the project; and to my wife Chris, my daughter Verity and friends and colleagues for their support, patience, and suggestions during the research, writing, and editing processes.

Section I

Introduction

Chapter 1

Introduction

Jeremy Atkinson    Library and Information Services Consultant, Cardiff, Wales, United Kingdom

Abstract

The chapter provides an introduction to the book, describing the context for collaboration involving academic libraries, the aims of the book, and information on the methodology of critical reflection used by the contributors.

Keywords

Academic libraries; University libraries; Collaboration; Cooperation.

Considerable change has affected universities and academic libraries in recent years and the pace of change is only likely to accelerate. The significant changes affecting academic libraries include:

•increasing client expectations, with the consequent need to maintain and enhance the student experience;

•disintermediation and the invisibility of library support in the digital age;

•current and future generations of students and researchers considering themselves self-sufficient in information skills;

•the decline in the importance of the library as a physical entity;

•changing user needs and working styles;

•the availability of alternative sources of information for learners, researchers, and other providers in the digital environment;

•the changing nature of universities,with new ways of working, changes in pedagogy, and increasing online delivery;

•changes in scholarly publication (e.g. open access) and the research environment;

•changing technologies, for example, social media and mobile technologies; and

•financial uncertainties, institutional cutbacks, and an increasing pressure for accountability.

Given this complex and important context, it is clear that the academic library increasingly needs to work across traditional boundaries and operate in partnership with its users and with other professionals and organisations to be successful in meeting the needs of its clientele and supporting the aims and objectives of the university. In an editorial for a special issue of SCONUL Focus on shared and collaborative services, Rose (2016) comments that ‘no librarian is an island’. It may have never been the case, but in the current environment academic librarians can no longer afford to develop their services independently. They need to work closely with client groups so that services are relevant, close partnerships with other professionals need to be forged to provide seamless services for users, and innovative services need to be developed locally, regionally, and nationally with other organisations and universities to help deliver effective services and institutional efficiencies.

In this book, I have aimed to consider the different aspects of collaboration affecting academic libraries, internally and externally, to help provide readers with a future direction for collaborative activities in a complex and difficult working environment. Library managers and librarians need to know how collaborative approaches can help provide more effective, efficient, and innovative services. They need to know how to engage more effectively with their clientele (academic staff, researchers, and students). They also need to know how to work with other professionals in the institution and with staff in other universities and organisations, many of whom will have responsibilities, cultures, and approaches to working that will be very different to their own.

The literature relating to collaboration and academic libraries is fairly substantial and complex and can be difficult for the non-expert librarian or librarianship student to gain access to and understand. I have tried to deal with this by taking a similar approach to the one I used in a previous volume on quality and academic libraries (Atkinson, 2016). A wide-ranging introduction and overview of the area is provided, followed by a series of case studies giving a practical approach and up-to-date and reflective content for the more experienced information professional. Hopefully, the book will present varied perspectives on areas for collaboration, information on the ‘who’, ‘why’, ‘whať, and ‘how’ of academic library collaboration and the skills required.

The book also seeks to offer a relevant approach for a wide readership by:

•Providing accessible content within the overview, and including identification of the more readable articles in the references and further reading sections.

•Providing signposts to the key themes and trends, key developments, and key resources.

•Covering the different aspects of collaborative work involving academic libraries. There is consideration of internal collaboration within the library or converged department, and internal collaboration with the various stakeholders within the university. Coverage of external collaboration looks at developments locally, regionally, nationally, and internationally.

•Providing information on the context and changing environment in which academic libraries are operating. Where appropriate, the contributors consider the political, economic, social, and technological changes impacting on academic libraries, the changing nature and requirements of students and other users, the changes in scholarly communication, teaching and learning, and the transformation in the roles of libraries and librarians.

•Taking a UK focus but including international perspectives. Although the editor and a number of the contributors are from the United Kingdom, the book also seeks to include an international dimension with contributions from Australia, New Zealand, the United States, and Finland and the coverage of the literature is international in scope.

I thought it would be helpful if I asked the contributors to adopt an approach of critical reflection, where appropriate. This method was also used in the previous book, Quality and the academic library. Much of the literature relating to collaboration and academic libraries very usefully describes and analyses developments in the field. Although this approach is also taken here, in addition I asked contributors to reflect on their collaboration developments and projects as well as the implications, impact, and significance of the work carried out. I hope this will help readers to gain a deeper understanding of collaboration involving academic libraries and of the benefits and constraints of different approaches and methods, to reflect on their own previous collaborative activities, and to plan future initiatives.

The ideas of reflective practice and critical reflection have been used increasingly in recent years in a number of professional fields, including health and care sciences. The development and understanding of specialised knowledge are essential for professional practice, and using approaches of self-consciousness (reflection) and continual self-critique (critical reflection) have been found to be useful to the development of continuing competence (Williams, 2001). In contrast, reflection has had less attention in the management and leadership literature with managers often placing more emphasis on action and outcomes (Gray, 2007). With some exceptions, there has also been little use in librarianship and information science (Greenall & Sen, 2016). The pace of change in organisations and the day-to-day demands of the workplace often leave little time for reflection.

The aims of critical reflection are for practitioners to: understand the nature and meaning of practice; correct and improve the practice through self-reflection and criticism; generate models of good practice and theories of application through reflection and critique of actual occurrences. Critical reflection has three phases: a descriptive phase, with descriptions of practice or events; a reflective phase, with reflective analysis of events or situations; and a critical phase, with a critique of practice (Kim, 1999).

I used this approach and, in particular, Borton’s Developmental Model (1970) of ‘What? So What? Now What?’ to develop a simple critical reflection framework for the contributors to this book to help them in the writing of the chapters and case studies. This framework is given below. Additional references on critical reflection are given in the Further Reading section at the end of the book.

References

Atkinson J., ed. Quality and the academic library: Reviewing, assessing and enhancing service provision. Oxford: Chandos Publishing; 2016.

Borton T. Reach, touch and teach: Student concerns and process education. New York: McGraw-Hill; 1970.

Gray D.E. Facilitating management learning: Developing critical reflection through reflective tools. Management Learning. 2007. ;38(5):495–517. Retrieved from http://epubs.surrey.ac.uk/7876/1/fulltext.pdf.

Greenall J., Sen B.A. Reflective practice in the library and information sector. Journal of Librarianship and Information Science. 2016;48(2):137–150.

Kim H.S. Critical reflective inquiry for knowledge development in nursing practice. Journal of Advanced Nursing. 1999;29(5):1205–1212.

Rose S. ‘No librarian is an island’: Developing a shared and collaborative approach to service provision. SCONUL Focus. 2016. ;65:2–3. Retrieved from https://www.sconul.ac.uk/sites/default/files/documents/1_20.pdf.

Williams B. Developing critical reflection for professional practice through problem-based learning. Journal of Advanced Nursing. 2001;34(1):27–34.

Section II

Collaboration, Universities and Their Libraries

Chapter 2

Collaboration and Academic Libraries: An Overview and Literature Review

Jeremy Atkinson    Library and Information Services Consultant, Cardiff, Wales, United Kingdom

Abstract

The chapter provides an overview and an extensive literature review of collaboration and academic libraries. There is consideration of different aspects of internal collaboration including: collaboration within the library service; collaboration of academic libraries with faculties, other support departments, and students; convergence and superconvergence; the role of liaison/subject librarians; embedded librarianship; information literacy; research support; and collaboration on library buildings and learning spaces. Coverage of external collaboration includes: local and regional collaboration; joint procurement; shared storage; joint-use libraries; work with the community; and national and international collaboration.

Keywords

Academic libraries; University libraries; Collaboration; Cooperation; Literature review.

2.1 Introduction

This chapter provides an overview and literature review of the various aspects of collaboration involving academic libraries. My aim is to define the different elements of collaboration and briefly describe some of the most important issues and recent developments with reference to the literature. A number of these topics are taken up in the case studies that follow. There is consideration of internal collaboration within the library or converged department, and internal collaboration with the various stakeholders within the university. Discussion of external collaboration looks at the major issues and developments locally, regionally, nationally, and internationally.

The total literature of the area is substantial and it is only feasible to be very selective within an overview of this kind. In selecting articles, books, and other sources for the literature review, I have opted for items that, in general, are recent, readable, and accessible and that help to illustrate the key themes clearly and in an interesting way. Some additional resources are given in the Further Reading section at the end of this book. Other material can be located via librarianship journals and abstracting and indexing services.

2.2 Collaboration, Universities, and Their Libraries

In a recent document on top trends in academic libraries, the ACRL Research Planning and Review Committee (2014) selected a unifying theme of deeper collaboration having identified examples of recent or current collaborations that had involved or could benefit from library participation. In the current environment, academic libraries are struggling to maintain quality, while attempting to deal with reduced budgets and the advent of new technologies and demands for new services. In order to deal with these trends, Kaufman (2012) suggests that libraries’ traditional partnerships and their place and roles within academic institutions need to be rethought and changed and new models for collaboration developed. Giesecke (2012) takes a similar view and advocates the creation of new and improved partnerships to leverage resources and share expertise in order to provide better services and access to wider collections. Neal (2011) advocates a more radical approach to collaboration in the research library community.

Melling and Weaver (2012) provide a series of case studies that give examples of work across traditional professional boundaries in order to provide better value for money and to sustain and enhance the student experience. Another useful collection of case studies (Hale, 2016) looks at how libraries of all types are pooling resources to purchase, store, and provide access to materials, with an identifiable shift from individual stewardship and resource sharing of local collections to building collaborative collections and managing shared collections. In a similar vein, Ball (2005) looks at collaboration with library suppliers and with other library partners in the purchase of library materials.

Chapter 3 considers the nature and importance of internal and external collaboration involving academic libraries from the perspective of a Vice Chancellor, while Chapter 4 describes a transformation programme at the University of Wolverhampton with cultural change achieved through collaboration across traditional ‘service’ and ‘academic’ boundaries.

Use of technology is increasingly important in collaborative activities involving academic libraries, both for project management and engagement with users (Mallon & Bernstein, 2015). Examples include using social media to enhance audience engagement and create a community of users (Chatten & Roughley, 2016; Harrison, Burress, Velasquez, & Schreiner, 2017), use of web tools to manage projects (Westbrook, 2012) and for digital humanities collaboration (Rath, 2016), and using new generation library catalogues as a collaborative tool between library professionals and to assist with user-generated content (Tarulli & Spiteri, 2012).

2.3 Academic Libraries and Internal Collaboration

2.3.1 General

Delaney and Bates (2015) highlight the need for academic libraries to take more participatory and collaborative approaches to library services, with the need to adapt their roles and implement stronger relationships across the university in order to maintain and develop their relevancy to all stakeholders. In a series of contributions on partnerships and new roles for the academic library, Eden (2015) looks at developments in internal collaboration including the changing roles of liaison librarians, collaboration on new library spaces, and support for research. Levy and Roberts (2005) look at