Presented at LILAC 2007

1. CRICOS No.00213J
Division of Technology Information and Learning Support
Collaborating effectively –Collaborating effectively –
what do we really need?what do we really need?
Sue Collins, Liaison Librarian,
Faculty of Business
Queensland University of Technology,
Brisbane, Australia

3. QUT Library
CRICOS No.00213J
‘A collaboration is not described in terms of
the relationship but in terms of the
objective to be achieved.’
(Schrage, M. 1989)

4. QUT Library
CRICOS No.00213J
Project collaboratorProject collaborator
Dr Chrys Gunasekara
School of Management
Faculty of Business
Queensland University of Technology

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CRICOS No.00213J
What were the results?What were the results?
49.6
14.0
41.1 41.1
53.5
75.6
61.6
55.8
0
10
20
30
40
50
60
70
80
90
Primary vs.
secondary
info
Identifying
key
concepts
Using
Boolean
operators
Evaluating /
refining
search
% Correct
(pre-test)
% Correct
(post-test)
Figure 1. Summary results of comparison of pre and post
information literacy embedded program.

6. QUT Library
CRICOS No.00213J
Student commentsStudent comments
‘Tutorial activities were helpful - the structure of these
helped me to build my understanding and skills’
‘I hated the exam - I would have liked more weighting to go
to the group work within the tutorials’
‘The notes pages were helpful but I would have liked more detail’

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CRICOS No.00213J
We need…
 Subject knowledgeSubject knowledge
How much do we need?
How can we allow sufficient time to
develop?

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CRICOS No.00213J
We need…
 Discipline-specific writing skillsDiscipline-specific writing skills
Linked to subject knowledge
Linking standards to tutorial activities
Consensus with academic

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CRICOS No.00213J
We need…
 Criterion referenced assessmentCriterion referenced assessment
writing skillwriting skill
Definitely an acquired skill!

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CRICOS No.00213J
For example…
 Demonstrates clear understanding of the value of different
types of information; possible sources and related ethics
issues (3 marks)
 Demonstrates poor understanding of the use of Boolean
operators in constructing a search strategy (1 mark)
 Demonstrates comprehensive evaluation of information, and
in-depth reflection on the search process, refining and
repeating the search if necessary (3 marks)
 Demonstrates correct identification of information items
matching operations aspects; high quality analysis of literature
and practice and clear recommendations that address
evidence gaps (5-6 marks)

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CRICOS No.00213J
We need…
 Group facilitation skillsGroup facilitation skills
Co-facilitating with tutors can be a challenge!

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CRICOS No.00213J
We need…
 Focus group facilitation skillsFocus group facilitation skills
Great literature available but time consuming

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CRICOS No.00213J
We need…
 Strong interpersonal/communication skillsStrong interpersonal/communication skills
 Negotiation & conflict resolution skillsNegotiation & conflict resolution skills
 Understanding of Faculty’s teaching & learningUnderstanding of Faculty’s teaching & learning
frameworkframework
 Organisational skillsOrganisational skills

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Whose responsibility?
 PersonalPersonal
Communicate/lobby!

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Whose responsibility?
 ManagerialManagerial
Re-assess roles, including those of support staff;
Secure funding for staff development;
Establish specific mentoring program

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Whose responsibility?
 Library EducatorsLibrary Educators

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How did I develop professionally?

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QUESTIONS?QUESTIONS?

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CRICOS No.00213J
 Before you begin the project, write down any ethics
issues you think may need to be considered when
gathering information
 What are some good selection criteria to use when using
primary/secondary information?
 Record a piece of primary/secondary information and
what it tells you, and write a brief analysis of the
relationship between the literature and practice, to
identify whether the literature can be confirmed,
challenged or contradicted.
Examples of tutorial activities