Examining the Impact of Industry 4.0 on Academic Libraries by Josiline Phiri Chigwada;Ngozi Maria Nwaohiri;

Author:Josiline Phiri Chigwada;Ngozi Maria Nwaohiri;
Language: eng
Format: epub
ISBN: 9781800436589
Publisher: Emerald Publishing
Published: 2020-11-07T00:00:00+00:00

Fig. 9.7.   Map of the Benefits of a Better Connection with Researchers. Source: Adapted from The Value of Libraries for Research & Researchers: A RIN and RLUK Report (2001).

When talking about the attitudes of the library and its relations with users, reference is often made to the professionals who work there. Therefore, it is essential to know these relationships when considering the design of services. Literature on describing and analyzing the relationships between librarians and teachers has been present for decades. Most of these studies are produced by librarians, which shows the high interest they have in their relations with academics (Phelps & Campbell, 2012). The library is primarily committed to the idea of service, hence the importance of the connection with its users. As Kotter (1999, p. 301) points out, “good relations between librarians and classroom faculty are a necessity, not a luxury.”

Improving these relations, which we must consider two-way, has implications at various levels, such as better mutual knowledge, greater cooperation, and more substantial involvement in each other’s tasks. If good relationships facilitate the provision of better service, better service also facilitates mutual relationships and results in a better understanding of users’ needs and interests (Frank, Raschke, Wood, & Yang, 2001). Numerous studies on these relationships have been carried out since the 1960s. There is no consensus on how to describe them and even the lack of a critical approach to the subject is sometimes evident. Exaggerated definitions are used, such as eternal enemies, or much more positive interpretations without a clear agreement. It is noteworthy that the approach of Christiansen, Stombler, and Thaxton (2004) describing an asymmetric disconnect between librarians and teachers. They state that there is limited contact between the two collectives despite the potential for interaction, collaboration, and shared interests. They define the relationship as asymmetric insofar as:

1. It is perceived as different by each group:

Librarians are aware of faculty and the work that they do, and are continually striving to increase contact with them. Moreover, the mission of libraries is generally to serve patrons at the home institution (and other institutions via interlibrary practices), and thus librarians are keenly aware of their relations not only to faculty but also, first and foremost to students. By contrast, faculty do not have a solid understanding of librarians’ work and are not seeking similar contact (although their work as teachers and researchers may require librarians’ assistance and expertise). This is not to say that faculty are completely unaware of librarians’ work practices, and we certainly do not mean to imply that faculty disrespect librarians. Faculty believe that the function of the library and librarian within educational institutions is the organization and facilitation of access to resources and collections. The faculty we spoke with expressed a healthy respect for librarians as experts toward that end. However, according to our observations, they do not know about librarians’ specific duties and projects. (p. 118)

2. Its consequences are evaluated in different ways:

Librarians perceive the disconnection between librarians and faculty as problematic in terms of how librarians are treated directly by some faculty (e.

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