Marwin Britto is the Business, Economics, Education and Public Policy Librarian at the University of Saskatchewan. His online, face-to-face and blended teaching experiences span K-12, ESL in Canada and Japan, community college, and university undergraduate and graduate levels. His leadership experiences in higher education include positions as Director of the Educational Technology Center, Executive Director of Online Learning, Director of Instructional Technology, Chief Information Officer, Associate Dean of the University Library, and University Librarian. Marwin has delivered more than 140 refereed conference presentations and authored 60+ refereed papers in academic journals and conference proceedings in the areas of distance education/online learning, teaching and learning, teacher education, instructional technology, library science and change management. He holds four graduate degrees including a Masters in Education (specializing in Educational Technology), a Masters in Business Administration, an ALA-accredited Masters in Library and Information Science, and a Ph.D. in Instructional Technology. For further information, visit https://ca.linkedin.com/in/marwinbritto and www.marwinbritto.info.
- Table of Contents
- About the Authors
Decreased student enrollments, diminished budgets, and the fiscal reality of declining state appropriations are forcing higher education administrators to closely examine the allocation of funds and resources across the institution. With increased expectations of accountability and transparency for budget expenditures, institutions scrambling to do more with less, and the emergence of new budgeting models that view units as either cost centers or profit centers, academic libraries are under new pressures and scrutiny. It’s become incredibly important and necessary for academic libraries to clearly articulate to their institutional administrators their contributions to institutional outcomes, short-term and long-term value, and in essence, their return-on-investment.
Academic Libraries and the Academy is a thorough collection of best practices, lessons learned, approaches, and strategies of how librarians, library professionals, and others in academic libraries around the world are successfully providing evidence of their contributions to student academic success and effectively demonstrating their library’s value and worth to institutional administrators and stakeholders. Forty-two case studies over two volumes—Volume One and Volume Two—are divided into four sections, from beginning assessment work through assessment activities that are more difficult to measure and generally more time- and resource-intensive. Each study provides practicable ideas and effective strategies for all levels of experience, assessment skills, stages of implementation, and access to resources.
There is no one-size-fits-all approach to demonstrating a library’s worth and value, so Academic Libraries and the Academy captures a range of successful approaches and strategies utilized in different types of academic libraries around the world. Each case study opens with a one-page summary presenting fourteen descriptors of the chapter’s content that will allow you to quickly ascertain if the case study is of immediate interest based on your individual needs, interests, and goals. This book is designed to provide guidance and support to many of you—librarians, library professionals, and others involved in library assessment—who struggle to find the best approach and strategy at the right time in your assessment journey, and help you successfully articulate your academic library’s value.