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Improving perceptions of value to teaching and research staff: the next challenge for academic libraries
journal contribution
posted on 2015-07-06, 12:59 authored by Claire Creaser, Valerie SpeziThis article investigates the value, and perceptions of value, of academic libraries to teaching and research staff by examining working
relationships between libraries and academic departments in universities. Eight case studies were undertaken in the US, the UK and
Scandinavia. Primary findings were analysed and triangulated with a series of short surveys to ascertain whether they resonated with
other librarians’ experiences. The article offers examples of good practice in the area of partnership building for academic libraries
to improve their value to, or perceptions of value by, teaching and research staff, as well as raise their profile and better market their
services to this category of users. Those examples may be of interest to fellow library practitioners and researchers interested in
exploring further library-faculty interaction and collaboration.
Funding
The authors would like to thank Sage Publications for funding the original research.
History
School
- Science
Department
- Information Science
Published in
JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCEVolume
46Issue
3Pages
191 - 206 (16)Citation
CREASER, C. and SPEZI, V., 2014. Improving perceptions of value to teaching and research staff: the next challenge for academic libraries. Journal of Librarianship and Information Science, 46 (3), pp.191-206.Publisher
SAGE Publications / © The Author(s)Version
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2014Notes
This is the accepted version of an article subsequently published in the Journal of Librarianship and Information Science [SAGE Publications / © The Author(s)]. The definitive version is available at: http://dx.doi.org/10.1177/0961000613477678ISSN
0961-0006Publisher version
Language
- en