Collaborating effectively – what do we really need?

1. Collaborating effectively – what do we really need? Sue Collins, Liaison Librarian, Faculty of Business Queensland University of Technology, Brisbane, Australia

2. ‘A collaboration is not described in terms of the relationship but in terms of the objective to be achieved.’ (Schrage, M. 1989)

3. Project collaborator Dr Chrys Gunasekara School of Management Faculty of Business Queensland University of Technology

4. Examples of tutorial activities • 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.

5. What were the results? Figure 1. Summary results of comparison of pre and post information literacy embedded program.

6. Student 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’

7. We need… • Subject knowledge How much do we need? How can we allow sufficient time to develop?

8. We need… • Discipline-specific writing skills Linked to subject knowledge Linking standards to tutorial activities Consensus with academic

9. We need… • Criterion referenced assessment writing skill Definitely an acquired skill!

10. 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)

11. We need… • Group facilitation skills Co-facilitating with tutors can be a challenge!

12. We need… • Focus group facilitation skills Great literature available but time consuming

13. We need… • Strong interpersonal/communication skills • Negotiation & conflict resolution skills • Understanding of Faculty’s teaching & learning framework • Organisational skills

14. Whose responsibility? • Personal Communicate/lobby!

15. Whose responsibility? • Managerial Re-assess roles, including those of support staff; Secure funding for staff development; Establish specific mentoring program

16. Whose responsibility? • Library Educators