Expert Teams in the Academic Library: Going Beyond Subject Expertise to Create Scaffolded Instruction

被引：7
|
作者：
Wissinger, Christina L. [1 ]
Raish, Victoria [2 ]
Miller, Rebecca K. [3 ]
Borrelli, Steve [4 ]
机构：
[1] Penn State Univ Lib, Paterno Lib, University Pk, PA 16802 USA
[2] Penn State Univ Lib, Pattee Lib, University Pk, PA 16802 USA
[3] Penn State Univ Lib, Pattee Lib, Lib Learning Serv, University Pk, PA 16802 USA
[4] Penn State Univ Lib, Paterno Lib, Lib Assessment, University Pk, PA 16802 USA
来源：
JOURNAL OF LIBRARY ADMINISTRATION | 2018年 / 58卷 / 04期
关键词：
nursing; information-literacy; expert teams; assessment; subject expertise; functional experts; liaison role;
D O I：
10.1080/01930826.2018.1448648
中图分类号：
G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];
学科分类号：
1205 ; 120501 ;
摘要：
This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research.
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页码：313 / 333
页数：21
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