Reference Services ReviewNot at your service: building genuine faculty-librarian partnershipsYvonne Nalani Meulemans Allison CarrArticle information:To cite this document:Yvonne Nalani Meulemans Allison Carr, (2013),"Not at your service: building genuine faculty-librarianpartnerships", Reference Services Review, Vol. 41 Iss 1 pp. 80 - 90Permanent link to this document:http://dx.doi.org/10.1108/00907321311300893Downloaded on: 31 March 2015, At: 23:34 (PT)References: this document contains references to 18 other documents.To copy this document: permissions@emeraldinsight.comThe fulltext of this document has been downloaded 1554 times since 2013*Users who downloaded this article also downloaded:Hue Thi Pham, Kerry Tanner, (2014),"Collaboration between academics and librarians: A literaturereview and framework for analysis", Library Review, Vol. 63 Iss 1/2 pp. 15-45 http://dx.doi.org/10.1108/LR-06-2013-0064J ohn Rodwell, Linden Fairbairn, (2008),"Dangerous liaisons?: Defining the faculty liaison librarian servicemodel, its effectiveness and sustainability", Library Management, Vol. 29 Iss 1/2 pp. 116-124 http://dx.doi.org/10.1108/01435120810844694J ackie Belanger, Rebecca Bliquez, Sharleen Mondal, (2012),"Developing a collaborative faculty-librarian information literacy assessment project", Library Review, Vol. 61 Iss 2 pp. 68-91 http://dx.doi.org/10.1108/00242531211220726Access to this document was granted through an Emerald subscription provided by 460019 []For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald forAuthors service information about how to choose which publication to write for and submission guidelinesare available for all. Please visit www.emeraldinsight.com/authors for more information.About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The companymanages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well asproviding an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committeeon Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archivepreservation.*Related content and download information correct at time of download.Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)Notat your service:buildinggenuinefaculty-librarianpartnershipsYvonne Nalani Meulemans and Allison CarrInformation Literacy Program, CSU San Marcos, San Marcos, California, USAAbstractPurposeThe old relationship of librarians serving the faculty as research assistants is long gone.The purpose of this paper is to ask, how can librarians and faculty become genuine partners in studentlearningandmovetowardsthecommongoal of gettingstudentstothinkcritically?Theauthorsdiscuss the need for librarians to initiate more collaborative conversations with professors in order toestablish true partnerships with them and go on to describe how they did this using a strikingly andalarmingly frank approach. Building on this foundation, the authors discuss the need to shift from aservice orientation to a partnership in studentlearning.Design/methodology/approachThe authors describe their work with the New Faculty Institute,a multi-day workshop that serves as an introduction to the university, to build upon their assertionsregarding the need for instruction librarians to shift from a service orientation to a partnership withprofessors.FindingsThe paper offers an action plan to develop and implement a value system that can guidecollaboration with faculty. The pieces of the plan include articulating a teaching philosophy, craft andclarify personal policies,develop and practice responses and have condence in your expertise.Originality/valueDevelopingpartnershipswithprofessorsmaysometimesrequirelibrarianstorespond differently to requests from professors that are problematic. Doing so requires a move awayfrom a service orientation, but towards collaborativeefforts to support student learning.Keywords Universities, University libraries, Academic staff, Faculty-librarian collaboration,Partnerships, Information literacy instruction, Professional values, Faculty outreachPapertype Case studyWordslikecollaboration,partnerships,andteamsareusedalloverthelibraryliterature about information literacy instruction. Three of the most importantcontemporary professional guidelines, the Information Literacy Competency Standards(AssociationofCollege&ResearchLibraries, 2006b),CharacteristicsofProgramsofInformationLiteracythatIllustrateBestPractices (AssociationofCollege& ResearchLibraries, 2006a) and Standards for Prociencies for Instruction Librarians andCoordinators(AssociationofCollege&ResearchLibraries, 2008)arealsosteepedinthis rhetoric. The need for librarian-faculty cooperation and the challenge of doing sohas long beena part ofprofessional literature(Farber, 1999;Raspa and Ward, 2000).Among librarians, this subject has great permanence and permeation in our everydayconversation. Teamwork is vital for successful student learning in the unique contextwithin which librarians typically teach: a single session within a professors class. Thelibrarian profession has concluded these partnerships are essential to creating learningThe current issue and full text archiveof this journalis availableatwww.emeraldinsight.com/0090-7324.htmTheauthorswishtothankApril Cunninghamforprovidinghertremendousknowledgeandsupport on this topic. This article could not have been completed without her.RSR41,180Received 12 July 2012Revised 19 September 201225 September 2012Accepted 6 October 2012Reference Services ReviewVol. 41 No. 1, 2013pp. 80-90qEmerald Group Publishing Limited0090-7324DOI 10.1108/00907321311300893Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)opportunities for students. Nevertheless, this teamwork with faculty may not actuallyoccur in the everyday practice of manylibrarians.Althoughnot the subject of direct study, manylibrarianswhooffer on-demandinstructionhavefoundthemselvesreceivingproblematic oruninformedrequestsfromprofessors, such as asking the librarian to give the library talk to a class (Eisenhowerand Smith, 2009, p. 319). Despite the common agreement that collaborative partnershipsare necessaryfor effective informationliteracyinstruction, librarians responses toprofessors misinformed, unfeasible, and/or frustrating requests may differ greatly.Inthisarticle, theauthorsarguethatlibrariansmustceasebeingattheserviceoffaculty. That is, librarians need to decline the aforementioned types of requests,especiallywhentheyare not inthe best interest instudents. Instead, the authorsadvocate that librarians must sometimes say no to such requests and instead question,engage, andconverse withfaculty. Bydoingso, the librarianthenplaces creatinglearningenvironmentsandopportunitiesforstudents asaguidingprofessionalvalue,over andabove anindividuals discomfort. The authors thendescribe their recentpresentations to the New Faculty Institute at California State University, San Marcos, asanexampleof howtoadopt andadvocateforthisnon-serviceapproach. Additionalactivities the authors have found helpful in one-on-one conversations are also described.While the evidence for the efcacy of these activities is anecdotal, the authors have foundthem helpful in adopting their advocated approach.WhencollaborationreallyisnotcollaborationPerceivingadeciencyintheirstudents, professorsoftenapproachlibrarianswithonly a vague idea of howa librarian couldremedy this deciency. Often, theirunderstandingoftheteacher-librariansroleisfardifferentthanours. Theyseemtohave already decided on how to address their students apparent lack of research skills.A few commonrequests from professors:Show my students the journals while Im away at a conference.Take the student on a tour of the library so they can learn how to do research.Tell them to not use the Internet and use scholarly sources.I dont have a research project for them, but can you talk to my students about the library?A librarians initial reactions to such requests are a silent groan and a roll of the eyes,yet the request is ultimately fullled. Commonly heard explanations from librarians forthis grin-and-bear it approach indicate an unwillingness to engage to professor further:But at least I get in front of the students.I want the professor to know I can be helpful.Its the students who will suffer if I dont do it.Even if they get something little out of it, its worth it.Students will know that the library is a friendly place.Thisis asimplisticexplanation,butthebehaviorindicatesmuchaboutourteachingphilosophyand professional values as teacher-librarians. Instructionlibrarians knowNot at yourservice81Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)theresponsesdescribedabovearenothowgenuinepartnershipsforinstructionarebuilt, and that fullling such requests are devoid of any meaningful collaboration, areineffective professional or pedagogical practices, and lacking student learningoutcomes. AsRaspaandWard(2000, pp. 15-16.)aptlyclaimed: Wehavereachedapoint atwhichneitherlibrariansnorinstructional facultycanadequatelyteachtheresearch process in isolation of each other. Effective instruction requires the professorandlibrariantoworktogetheraspartnerstoachieveacommongoal. Basedonherresearchonlibrarian-facultycollaboration, Ivey(2003)foundfourbehaviorsthatareessential for success incollaboration: a shared, understoodgoal; mutual respect,tolerance, andtrust; competenceforthetaskat handbyeachof thepartners; andongoing communication. The responses above do not demonstrate any of thesebehaviors. Educating a faculty member who is not aware of and not convinced that adifferent approachwill benet their students, canstrikefear intheheart of evenveterans to instruction. Furthermore, respondingdifferentlythanyour colleaguescould violate a set of accepted norms within a group of librarians at a university, whichcreates a problematic situation for librarians who are newerto the profession.Theactual responsecommunicatedtotheprofessor, however, beliesmuchmoreabouttheprofessionalvaluesguidingthelibrarian. Goingalongwithsuchrequestsfrom faculty could indicate that a librarian feels unable to powerfully articulate to theprofessorthevalueoftakingadifferentapproachwithanassignment. Perhapstheresponserevealsthatthelibrarianhasconcludedthatanyface-timewithstudentsisbetterthantheriskofupsettingtheprofessor. Thereisagreatfearinpointingoutaws in an instructors assignment or problematic request. That instructor could justsay no, or, worse, mistakenly conclude that working with the librarian is toocomplex, a waste of time, or unnecessary.But the responsibility does not lie with the professor to approach the librarian withafullyformedidea. Professorsoftenrecognizethat studentsneedresearchhelporsecretly wonder if an assignment is really feasible given the librarys resources. Theyknow that the library may be able to help; but have little idea how. And so, a requestfor a tour of the library is made, assuming that this will achieve the desired outcomes,while knowing that many students will tune out and not see how it is relevant to theassignment. On some level, they may know it is a highly ineffective approach, but theydo not know what are effective approaches to building students information literacyskills.Often,theydonotevenknowtherightquestionstoask.Fortheseprofessors,opening a conversation will be welcomed.Requests also come from professors who just need to ll a class session because of aconictwithaprofessionalconferenceormaybeprimarilymotivatedbythefeelingthat theyhave tosendthemtothe library tofulll departmental expectations,without any recognitionof the importance for students research skills. Intheseinstances, even the most measured attempt at engaging the professor will likely be metwith a negative response. Nevertheless, a librarian must attempt to engage theprofessor beyonda simple afrmativeresponse.Recognizing that a professors lack of understanding of how librarians can contributetostudent learningdoes nothingtoreduce the feelingthat the librarians teachingexpertise is being disregarded, dismissed, and disrespected when a professor makes suchaforementioned requests (Christiansen et al., 2004; Leckie and Fullerton, 1999; Ivey, 1994;Divayet al.,1987). Anadditional challengeis thatlibrarianscollaborativeculture canRSR41,182Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)differfromtheprofessor: Librariesencourageacultureof sharing, cooperationandcollaboration, for the ultimate purpose of assisting students in their educational pursuits[. . .] By contrast faculty culture is generally more isolated and proprietary.(Christiansen et al., 2004, p. 18.) Furthermore, the existing research assessinglibrarian/facultyrelationshipsreveal the varietyof issuesthat librariansface whenestablishing partnerships with faculty. Faculty describe being unaware of howlibrarianscan support their students; may not consider librarians as full partners but instead, asprofessionals; and viewing their relationships with librarians with less importance thanlibrariansdo(PhelpsandCampbell,2012; McGuinness, 2006; HrycajandRusso,2007;Ivey, 1994). Whenconsideredall together, librarianshavemanyreasonstotakeanapproach with faculty that aims to build awareness that collaborative work is available.A service approach that fullls an uninformed request may prove to perpetuate facultysignorance. A professional value system that places the creation of an optimal learningopportunityforstudentsabovetheworryofbeingprofessionallyrejecteddisallowsasimple afrmative response to requests from professors.As the implications of the research described above is considered, the onus is indeedplacedonthelibrariantondawaytocommunicatethesubstanceofhernegativereply to a professor. Recognizing that the fear of the faculty turning on us is minimaland realizing that there is such a thing as unproductive time with students, opens anentirenewworldofresponses. Thatis, whenarequesttodothelibrarylectureisreceived, new responses can be used:I have an idea that is a bit different and would engage students differently.What exactly do you want your student to learn/understand/do?I see what youre trying to do with this assignment, but I also see possible problems.Any other response is simply fullling the request, which, in all likelihood, would notimprove the students information literacy skills. There are librarians who deeply valuea customer-service-oriented professional practice and see all aspects of librarianship asaservice, placingteachingwithotherservicesinthelibrary(circulation, interlibraryloan, etc.). However, in order to be an effective teacher, the instruction librarian cannottake such a service-centered orientation. If partnering with faculty is commonly agreeduponasessential torobust andeffectiveteaching, thenaservice orientationthatcompromises this perspective is not instruction. Further, if instruction librarianscontinue to treat what we do as a service, then we will continue to be treated as serviceproviders. Thecustomer isalways right attitudeisnot aneffectiveteachingorcollaborative philosophy. This attitude will perpetuate an uneven relationship and notadhere the most important point in Iveys (2003) behaviors for successful collaboration:mutual respect, tolerance and trust. Also, if instruction librarians fail to engage facultyin a collaborative manner, no amount of marketing or supercial outreach will help tocreatethepartnershipswesodesire. Whenaproblematicrequestisfullled, itonlyensures that librarianswill receivemore requests like it.In tandemwith a shift fromthe service-centered orientation to collaborativeinstruction, librarians must also rid themselves of the belief that if we only market, sell,or advertise our expertise better; faculty would understand how much we have to offer.Increasingawarenessofwhatalibraryoffersisalwaysaworthwhileendeavor, yetoftenfocusesontheservicesof thelibrary. Thepurposeof academiclibrarieshasNot at yourservice83Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)always been to support the curricular and research needs of a university or college. Assuch, instruction programs in libraries are academic programs of the institutions wherethey reside. While we may market these programs, it is the quality of relationships thatindividual librarians have withtheir facultyis the major driver of aninstructionprograms success.Ultimately, a librarians response is determined by her professional value system aswell as who is on the receiving end of the inquiry. When a librarians professional valuesystemiscenteredonbeingpartnersintheteaching/learningendeavor, heractionsfundamentallychange. Belowisoneexampleofhowthisprofessional valuesystemwas demonstratedto faculty.If youdo notlikewhatis being said, changetheconversationAt California State University, San Marcos (CSUSM), individual librarian efforts cametogetherin aseriesof presentations to newfaculty.Eachfall, new facultyattendtheNew Faculty Institute (NFI), a multi-day workshop organized by the CSUSM FacultyCenter to orient themto the university. This includes presentations on generalinformationaboutthecampus, humanresourcesinformation, alongwiththetenureprocess. Inthepast, thelibrarysroleintheNFI hasbeentoselltheinstructionprogramina30-minutesession. Whilethismayhavebeeneffectiveinthepast, wefoundthat it didnot addressthecommonmisconceptionsof what thelibraryandlibrarians do with faculty and students. In fall 2012, the organizers changed the formatof theNFI toincludemultipleFridayworkshopsthroughtheacademicyear. Thelibrarians requested two sessions, for a total of two hours of contact time.Our rst goal was to point out the common misperceptions and assumptions facultyoften have about how their students conduct and complete their research assignments.While brainstorming, we started with a list of our annoyances that come from dealingwith uninformed faculty. While this may seem like an unproductive exercise, it helpedus to identify all the things we had ever wanted to say to faculty, but hadnt for fear of anegativereaction. Wewerethenabletochangethemessagetowhatwecoulddotoimprovethelearningexperiencefor students, withthehopethat thiswouldleavefaculty open to receiving the messages.The rst presentation, entitled Creating research assignments that work, focusedon the common assumptions faculty hold about college students. Specic points were:.Facultys mental models are different than students. Students still do notunderstand that a discipline is not punishment, and a journal is more than a dailydiary. We reminded faculty what it was like to be newly exposed to the academyand scholarship..Students do not understand when you say do not use the internet. Librarians seethis time andagaininthe assignments of students who come infor help.Students think that this means that they cannot use the databases or the catalogtoaccess the appropriate sources for their paper; while we understandthatfaculty want their students to use tools beyond Googlee. Faculty need to be clearin the requirements for sources..Many students know how to use Wikipedia appropriately. Most of what studentsare learning prior to college is that Wikipedia is not an appropriate source to usein their research paper. However, many of themcan describe that they use that asRSR41,184Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)astartingpoint, bylookingformaintopicareas, keywordsandthesourcesineach of the entries and to not use it as a source in their bibliographies..Be explicit in your expectations. Faculty need to be clear in both the instructionsandrationaleforanassignment. Studentsdonotunderstandhowtotackleanassignment that only says write a 5-7 page paper on a topic of your choice. It istoo vague for themto be able to accomplish successfully. Librarians mayunderstand why faculty have the requirements they do, but students do not. Forexample, when a faculty requires students to use three books and ten scholarlysources, librarians will direct students to use those books in the early stages ofresearchfor background research; and use the scholarly sources as evidence tosupporttheirthesis. Butwithoutthiskindofinstruction, studentsmayneverpick this up on their own. Lastly, students do not understand why a psychologyprofessor requires the use of APA while their writing professor likes MLA..We are a teaching university not a research university. While this is specic to ourinstitution, itishelpful toremindnewfacultyaboutthepurposeoftheirnewlibrary. In our case, many of our new faculty are coming directly from graduateprograms at research institutions, whereas we are primarily a teachinginstitution. Our collection supports the curriculumof the university, notnecessarilytheresearchneedsoffaculty. Ofequal importancetopointouttofaculty, is to describe the roles of instruction librarians at CSUSM. Librarians attheir previousinstitution may have had different roles..A library tour is useless for everyone involved. Because so many of our resourcesareofferedonline, atour of thephysical libraryisnot thebest useof timeanymore. In these instances, librarians want to talk more about what the facultyneedtheirstudentstodo. Thisisagreatopenertodiscouragethecreationofarticialassignments..Seniors and graduate students are still novices in your eld. Even after the manyclasses students take in their major, they may not know the main journals or whothepremier researchersareintheir eld, or howtoapplytheorytoreal-lifesituations. Theydonothavethedepthofdisciplinaryknowledgethatfacultyacquire throughout their years of researchandteaching. For eachresearchassignment students do, they may have to relearn many of the basics of the topic.Acknowledgingtheimportanceof thisstepintheresearchprocesscanhelpstudents to move forward in developing their own expertise..Do not expect students who have been in a library session/done research before toknowhowtodoresearch. Wehaveallspokentoprofessorswhosaythateventhough their students said theyd been to a library session before, their researchpapers were dismal. Its helpful to remind students and faculty, alike, that eachtime they conduct research, theyre practicing for the next time. No one is goingto be an expert after one session, and even if students get the basics, they maynot be able toapplyit toanewsituation. Further, evenwithindisciplinesdifferentresearchdatabasesor search strategies may be necessary..Do not expect them to know they can come to the library for help. Many faculty donotevenknowthis. Thiswasaremindertofacultythatwhetherornottheydecidedtoworkwithalibrarianonanassignment, theycouldremindtheirstudents that help from a librarian is readily available.Not at yourservice85Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)At the conclusion of our presentation, the new faculty related that they, too, have heldmanyoftheseassumptions,anditwashelpfulto beable to discuss themwith otherfaculty.Our second session came later in the fall semester, when faculty were starting to planfortheirspringclasses. Wewantedtocatchthemaftertheyhadgradedtheresearchassignmentsfromthefall, inanattempttoofferadviceonchangestomakeforthespring. This session, titled The good, the bad and the ugly: research assignments thatwork, offered examples of assignments that were thought were particularly successful,or particularly terrible. We chose the assignments we highlighted based on thecollaborative work that each librarian did with a faculty member. Each example camewith a commentary on why students had trouble completely them, along with advice onhow to make changes to make it more meaningful for the students:.Assignment no. 1: Find an article, only available in print, with 5 authors, and citeit in APA style. We used this assignment to illustrate the usefulness in learningoutcomeswhendevelopingresearchassignments. Inthiscase, theprofessorwanted students to become familiar with APA style, even though they would notbe writing a research assignment that semester. This assignment includedndingitemsthateventhelibrarianshadtroublelocating. Werecommendedthat instead of having students nd their own sources, that they be given a list ofitems to then write citations for..Assignment no. 2: Given abstracts and an example lit review, students compose alitreviewduringalaborlibraryinstructionsession.Thishasbeenasuccessfulresult of collaborationbetweenmultiple librarians andtheir subject faculty.Groupsofstudentsreceiveapacketofarticles, andthenwritesummariesandsynthesizethearticlesintoamini-literaturereview. Withthisassignment, theprofessorshavereportedthatthequalityofstudents nal projectshavebeenmuch higher since we implemented this activity. In all instances of thisinstructionandassignment, librariansandprofessorsworkedcloselytogetherover multiple meetings to developthis assignment from scratch..Assignment no. 3: Goobservex, thenwriteandanalyzewhat yousaw. Thisassignment is an example of both a good and an ugly. We have examples of thisworking very well, but also of other students struggling to get through it. Thisassignment cansuffer fromthe aforementionedissue of students still beingnovices in a discipline, but can be improved when expectations are very explicit.Many times students cannot identify a phenomenon in the wild or in the researchliterature that they only recently have been introduced to without a huge amountof support and guidancefrom the faculty..Assignmentno. 4: Observeacourtroomtrial, identifyandanalyzelegal issues.Thisisanexampleofasuccessfuliterationofwhatsdescribedabove. Inthisinstance, thelibrarianworked with thefacultyto identifywhere students havethemost troublewiththisassignment andaddressthequestionsbeforethestudents have them. What resulted is an instruction session and a robust subjectguide that students refer to throughout the research assignment..Assignment no. 5: Support your viewpoint about apieceof legislationwithaspecic variety of resources. Due tothe successful collaborationbetweentheprofessor andlibrarian, the qualityof student workhas risendramaticallyRSR41,186Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)through the years. The professor has developed an explicitly written assignmentand learning outcomes, and the librarian helps the students to walk through theprocess to the nal paper.This session was a touch more difcult due to the fact that we wanted to be careful nottooffendanyoneorbetooantagonistic, whilestill demonstratingourexpertiseinstudent learning. Wewerealsocareful tochooseexamplesof assignmentsthatwewanted to discourage faculty from duplicating, while encouraging them to collaboratewithus. Overall,theresponsesfromfacultywerepositive.Theyrecognizedmanyoftheproblemsthatwepresented, andwewereabletoengageinmeaningfuldialogueabout these issues.DevelopinganactionablevaluesystemWhiletheexampleofworkingwiththeNewFacultyInstitutemaybeuniquetoourcampus, thereareconcretestepsthananindividual librariancantaketoput thischange in motion in their own work. Within library literature there exists a number ofarticles about developing relationships with faculty, however, authors refer to aservicemodelratherthanemphasizedevelopingmeaningful relationships(Franket al., 2001; Leckie and Fullerton, 1999). The authors advocate taking theserecommendationsonestepfurthertodevelopprofessional valuesystemthatplacesprimacyonmeaningful collaborationandpartnershipinorder toprovidelearningopportunities and environments for students. This provides the foundation from whichalibrariancanresponddifferentlytoanyconversationopenerfromfacultythat isproblematic. In many ways, a professional values system minimizes how much our gutreactionaffectstheresponsewearticulate, ortheconcernaboutviolatingthenormsamongones colleagues.ArticulateyourteachingphilosophyWritingoutonesteachingphilosophyisacommonexerciseinhighereducation. Atsome universities, librarians with faculty status may include such statements in theirtenure dossiers. Even without such a requirement, the task of articulating thephilosophy and values that guide ones professional practice provides an opportunityfor reection that may not be available in the midst of keeping up with onesinstructional commitments. In the same way organizations draft missions, values, anda vision, so can an individual librarian.CraftandclarifyyourprofessionalpoliciesThisrecommendationistheapplicationoftheaforementionedteachingphilosophy.While an information literacy programcan have their own formal and informal policiesregarding instruction, an individual librarian can have their own professionalpolicies based on their values. Determining what one will or will not do prior to beingcontacted by a professor provides a clear course of action when faced withconversation openers that indicate that there is much work to be done before a mutualunderstanding can be reached. Some librarians may want to fulll a faculty membersrequest to do a full literature reviewfor them, while others may nd that far out of theirprofessional scope. Teaching a class of students who do not have a researchassignment can be an exercise in frustration for everyone involved, while someNot at yourservice87Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)librarians treat it as an opportunity to explore new means of engaging students. Whatyouare willingandable todomatters less thanhavingaclear philosophyandrationale behind it. Having specic parameters can be immensely helpful whendetermining a course of action in an awkwardor intimidating situation.Develop and practice responsesChanging the conversation on the y is extraordinarily challenging. In the same wayspeechesandpresentationsarepracticed,socanresponsestocommoninquiriesandrequests. Preparing and practicing a personal Frequently Asked Questions forchallenging conversations can minimize conversational paralysis during tenseinteractions. It also reduces the inclination to parrot back formal policies andprocedures, and provides some structure, while preserving spontaneity when speakingwith faculty.Getup, standupLibrarians are professionals with valuable expertise, and faculty recognize and respectthis expertise and authority (Manuel et al., 2005; 147; Divay et al., 1987, p. 32). However,Albitz (2007) asserts: Because higher education places librarians in a subordinate rolewithintheinstitutionalhierarchy, eveniftheyhavefacultystatusequaltoteachingfaculty, theymaynotbelievetheyareempoweredtotaketheleadininstitutinganinformationliteracyprogram(p. 107). At thesametime, thestructureof academecreates [. . .] a dichotomy betweena librarian within anacademic institution butnotinstitutionalized, not dependentatcoreupontheacademicstructure,andaprofessortotallydependent andtotallysupportiveof theacademicstructure (Natoli, 1982).While it could bearguedthat theinformationliteracyinstructionhas indeedbecomefar more formallyintegratedinto academe sincethis observationwasmade30yearsago, the ghost of this dichotomy seems to haunt many contemporary librarians whenthey interact with their facultycolleagues.Instruction librarians do recognize their expertise and professional responsibility toadvocate that their expertise signicantly contributes to students success, even if thatmeans not fulllingprofessor requests. Avalue systemthat is reective of thisprovides guidance as a librarian initiates and develops a relationship with disciplinaryfaculty. Ones values are essential whenfacedwithasituationthat mayrequirequestioning, contradicting, or disagreeing with a faculty member about what would bebest for students. Without some sort of guiding principles, a librarian can become anautomaton that serves the needs of faculty.It is true that faculty must give a librarian permission to come into theirclassroom.Ourworkintheclassroom canbecompletelydetermined bythedesires,fantasies, identities, opinions and relations to power of our faculty counterparts [. . .](Eisenhower and Smith, 2009, p. 315). Even though it is disciplinary faculty that initiatethecontextforlibraryinstruction, thatdoesnotdiminishthenecessityoflibrarianstakingequal, andif necessary, primaryagencyintheconstructionof thelearningenvironment for students. Establishingthisagencymayrequirearesponseandasubsequent conversation that are far different from what the faculty may be expecting,but far closer to whatquality, collaborative teaching can be.Aprofessorsreaction, insomeinstances, will not bewhat onewouldconsiderpositive. They may have needed someone to ll class time while they were away for aRSR41,188Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)conference. They may feel strongly that the assignment cannot be changed. They mayhear that thereismoreworktobedone, whichcanbeoverwhelmingfor anyone.However, a professor that is contacting a librarian seeking assistance and guidance incrafting a rich learning experiencefor their students will most likely enthusiasticallyengage. Librarians andinstructors have the same desiredoutcomes for students.However, it isthelibrarianthat hasthegreater taskinarticulatinghowtheycancontributetothecreationofpowerfullearningopportunitiesforstudents. Theactofdeparting from a simple afrmative response to a professors problematic request willallowinstructionlibrarianstonallyarriveasfullcollaboratorsandpartnersintheteaching and learning endeavor.ReferencesAlbitz, R. 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(2004), Areportonlibrarian-facultyrelationsfromasociological perspective, TheJournal ofAcademicLibrarianship, Vol. 30No. 2,pp. 116-21.Divay,G.,Ducas,A. andMichaud-Oystryk,N.(1987),Facultyperceptionsof librariansat theUniversity of Manitoba,College & ResearchLibraries, Vol. 48, pp. 27-35.Eisenhower, C. andSmith, D. (2009), Thelibraryasastuckplace: critical pedagogyinthecorporateuniversity, inAccardi, M.T., Drabinski, E. andKumbier, A. (Eds), CriticalLibraryInstruction: Theoriesand Methods, Library Juice, Duluth, MN.Farber, E. (1999), Faculty-librariancooperation: apersonal retrospective, ReferenceServicesReview, Vol. 27 No. 3, pp. 229-34.Frank,D.G.,Raschke,G.K.,Wood,J. andYang,J.Z.(2001),Informationconsulting:thekey tosuccess in academic libraries, Journal of Academic Librarianship, Vol. 27 No. 2, pp. 90-6.Hrycaj, P. and Russo, M. (2007), Reections on surveys of faculty attitudes toward collaborationwith librarians,The JournalofAcademic Librarianship, Vol. 33 No. 6, pp. 692-6.Ivey, R.(2003), Informationliteracy: howdolibrariansandacademicsworkinpartnershiptodeliver effective learning programs?, Australian Academic & Research Libraries, Vol. 34No. 2, pp. 100-13.Ivey, R.T. (1994), Teaching faculty perceptions of academic librarians at Memphis StateUniversity,College & Research Libraries, Vol. 55 No. 1, pp. 69-82.Leckie, G.T. and Fullerton, A. (1999), Information literacy in science and engineeringundergraduate education: faculty attitudes and pedagogical practices, College & ResearchLibraries, Vol. 60 No. 1, pp. 9-29.Manuel, K., Beck, S.E. andMolloy, M. (2005), Anethnographicstudyofattitudesinuencingcollaboration in library instruction, The Reference Librarian, Vol. 43 Nos 89-90, pp. 139-61.Not at yourservice89Downloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)McGuinness, C. (2006), What faculty think-exploring the barriers to information literacydevelopment in undergraduate education, The Journal of Academic Librarianship, Vol. 32No. 6, pp. 573-82.Natoli, J.P. (1982), Towardanexistential future, TheReference Librarian, Vol. 1Nos1-2,pp. 105-11.Phelps, S.F. and Campbell,N. (2012), Commitment and trust in librarian-facultyrelationships:a systematic reviewof the literature, The Journal of Academic Librarianship, Vol. 38 No. 1,pp. 13-19.Raspa, D. andWard, D. (2000), TheCollaborativeImperative:LibrariansandFacultyWorkingTogether in theInformation Universe, American Library Association, Chicago, IL.About the authorsYvonne Nalani Meulemans is Human Development/Kinesiology/Nursing/PsychologyLibrarianandhas beenInformationLiteracyProgramCoordinator. She has beenat CaliforniaStateUniversity, San Marcos since 2002. Yvonne Nalani Meulemans is the corresponding author andcan be contacted at: ymeulema@csusm.eduAllison Carr is Social Sciences Librarian/Library Faculty at California State University, SanMarcos. ShereceivedanMLISfromSanJoseStateUniversityandaBAinHistoryfromtheUniversity of California, Santa Barbara. She is on a mission to help students become responsibleinformation consumers.RSR41,190To purchase reprints of this article please e-mail:reprints@emeraldinsight.comOr visit our web site for further details: www.emeraldinsight.com/reprintsDownloaded by AMERICAN UNIVERSITY IN DUBAI At 23:34 31 March 2015 (PT)This article has been cited by:1. Emily Ford, Betty Izumi, Jost Lottes, Dawn Richardson. 2015. Badge it!. Reference Services Review 43:1,31-44. [Abstract] [Full Text] [PDF]2. KateRubick.2015.Flashlight:usingBizupsBEAMtoilluminatetherhetoricofresearch.ReferenceServices Review 43:1, 98-111. [Abstract] [Full Text] [PDF]3. 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