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Collaborating effectively - what do we really need? Collins
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,
‘A collaboration is not described in terms of
the relationship but in terms of the
objective to be achieved.’
(Schrage, M. 1989)
Project collaboratorProject collaborator
Dr Chrys Gunasekara
School of Management
Faculty of Business
Queensland University of Technology
What were the results?What were the results?
Figure 1. Summary results of comparison of pre and post
information literacy embedded program.
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’
Subject knowledgeSubject knowledge
How much do we need?
How can we allow sufficient time to
Discipline-specific writing skillsDiscipline-specific writing skills
Linked to subject knowledge
Linking standards to tutorial activities
Consensus with academic
Criterion referenced assessmentCriterion referenced assessment
writing skillwriting skill
Definitely an acquired skill!
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)
Group facilitation skillsGroup facilitation skills
Co-facilitating with tutors can be a challenge!
Focus group facilitation skillsFocus group facilitation skills
Great literature available but time consuming
Re-assess roles, including those of support staff;
Secure funding for staff development;
Establish specific mentoring program
Before you begin the project, write down any ethics
issues you think may need to be considered when
What are some good selection criteria to use when using
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