Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 77: 51-86 (2017)

原著論文Original Article

大学教育における教員と図書館員の連携構築に関するシステマティック・レビュー図書館情報学分野における情報リテラシー教育に関する英語論文の分析をもとにA systematic literature review on building collaboration between teaching faculty and librarians in university education: Based on English articles on information literacy instruction in library and information science

1三重大学地域人材教育開発機構大学図書館・学習支援部門Division of University Library and Learning Support, Organization for the Development of Higher Education and Regional Human Resources, Mie University ◇ 〒514-8507 三重県津市栗真町屋町1577番地 ◇ Kurima Machiyacho 1577, Tsu, Mie 514-8507, Japan

2三重大学附属図書館研究開発室Research Development Office, Mie University Library ◇ 〒514-8507 三重県津市栗真町屋町1577番地 ◇ Kurima Machiyacho 1577, Tsu, Mie 514-8507, Japan

受付日:2016年8月3日Received: August 3, 2016
受理日:2017年3月16日Accepted: March 16, 2017
発行日:2017年6月30日Published: June 30, 2017




Purpose: This paper aims to identify what research papers on building collaboration between teaching faculty and librarians in higher education have been published in Library and Information Science; which methodologies and theoretical frameworks have been applied; and what themes have been discussed.

Methods: In this systematic review, research papers were carefully selected based on replicable search strategies and inclusion and exclusion criteria defined for this study. The data were analyzed through a content analysis, and an overall picture of building collaboration between teaching faculty and librarians in higher education was constructed.

Results: The study clarified the following points: 1) there were considerably fewer research papers on this topic than the number of practical reports; 2) regarding authors of these research papers, there were many more college and university librarians than researchers in Library and Information Science or other disciplines; 3) there were a limited number of researchers who continued studying this topic; 4) most of the research papers were qualitative studies; 5) only a few papers applied theoretical frameworks; 6) core papers regarding this topic were not identified. 7) As for factors of librarians’ strategic approaches to teaching faculty, “educational development,” “shared goals and means,” “building interpersonal relationships” and “working with other campus units” were identified, and as factors of the intervening conditions in the library, institutional and social contexts, “librarians’ sense of rivalry with teaching faculty,” “library’s competence in collaboration,” “accrediting agencies,” “teaching faculty’s attitudes towards libraries/librarians” and “campus hierarchy” were identified.

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