Joe Eshleman received his Master of Library and Information Science degree from the University of North Carolina at Greensboro in 2007. He has been the Instruction Librarian at Johnson & Wales University Library–Charlotte since 2008. During this time, he has taught numerous library instruction sessions. Mr. Eshleman completed the Association of College and Research Libraries' Immersion Program, an intensive program of training and education for instruction librarians, in 2009. He is a coauthor of Fundamentals for the Academic Liaison (alongside Richard Moniz and Jo Henry) and a contributor to The Personal Librarian: Enhancing the Student Experience. He has presented on numerous occasions, including at the American Library Association Conference, the Lilly Conference on College and University Teaching, the Teaching Professor Technology Conference, and the First National Personal Librarian and First Year Experience Library Conference.
- Table of Contents
- About the Authors
With online education options more ubiquitous and sophisticated than ever, the need for academic librarians to be conversant with digital resources and design thinking has become increasingly important. The way forward is through collaboration with instructional designers, which allows librarians to gain a better understanding of digital resource construction, design, goals, and responsibilities. In this book, the authors demonstrate that when librarians and instructional designers pool their knowledge of curriculum and technology, together they can impact changes that help to better serve faculty, students, and staff to address changes that are affecting higher education. Illustrated using plentiful examples of successful collaboration in higher education, this book
- introduces the history of collaborative endeavors between instructional designers and librarians, sharing ideas for institutions of every size;
- reviews key emerging issues, including intellectual property, digital scholarship, data services, digital publishing, and scholarly communication;
- addresses library instruction, particularly the new information literacy framework and threshold concepts, and how the movement towards online library instruction can be supported through collaboration with instructional designers;
- describes the complementary roles of librarians and instructional designers in detail, followed by a case study in collaboration at Davidson College, an evolving digital project that mirrors changes in technology and collaboration over more than a decade;
- shows how librarians and instructional designers can work together to encourage, inform, train, and support both faculty and students in the use of digital media, media databases, online media, public domain resources, and streaming media tools;
- highlights creative opportunities inherent in the design and use of the Learning Management System (LMS); and
- looks ahead to how emerging technologies are already leading to new jobs at the intersection of librarianship and technology, such as the instructional design librarian.
With a firm foundation on best practices drawn from a variety of institutions, this book maps out a partnership between academic librarians and instructional designers that will lead to improved outcomes.
Chapter 1 The Changing Environment of Higher Education
Joe Eshleman and Kristen Eshleman
Chapter 2 Comparisons and Collaborations between the Professions
Chapter 3 Best Practices and Opportunities for Collaboration
Chapter 4 Collaborating to Accomplish Big Goals
Chapter 5 Where Librarians and Instructional Designers Meet
Chapter 6 Innovation and Cooperative Ventures
Joe Eshleman and Kristen Eshleman
Chapter 7 Digital Media in the Modern University
Chapter 8 Integrating the Library and LMS
Chapter 9 What's Next for Librarians and Instructional Designers?
About the Authors
”As two sides of the same coin, librarians and instructional designers need to work together to achieve the best outcomes for their libraries. This book is directed at academic libraries, but can be applied to any setting."
”Providing a purposeful introduction and index, the authors also give evidence in nine solid chapters on how to cultivate relations with curriculum development in mind. Chapters have a clean design with satisfactory balance between white space and text using subtopic divisions, visual figures, and highlighted information boxes … An excellent resource for administrators, librarians and instructional designers at the collegiate and postcollegiate level. Highly recommended."
”Wide-ranging and thoroughly researched."
— Library Journal