The old relationship of librarians serving the faculty as research assistants is long gone. How can librarians and faculty become genuine partners in student learning and move towards the common goal of getting students to think critically? The presenters will describe how they debunked common myths about student research and provided alternatives to crummy research assignments using a strikingly and alarmingly frank approach. Building on this foundation, we shift from a service orientation to a partnership in student learning. Participants will share their experiences with faculty and create a plan to take back to their own institution

1. How often do you teach a library session with
no formal research assignment?
• No, I would never do that. The students think
it’s pointless.
• On occasion. There are some situations
where it’s useful.
• All the time. That’s the model at my
institution.

2. Not at your service:
Building genuine librarian-faculty partnership
Allison Carr & Yvonne Meulemans,
CSU San Marcos

6. Faculty A says to you, “I'm going to a
conference, can you do a library class for my
students?”
Your response is to:
• Jump for joy! This faculty has never
contacted you before.
• Grin and bear it.You're not a babysitter, but
you don't want to alienate this faculty.
• Say no.You (and the students) have a better
use of your time.

7. what are the
values that guide
you in your work
with faculty?

8. The Code
I will not ‘do a library lecture or orientation.’
I will not ‘show them the journals.’
I will not take roll, hand out and collect your
assignment.
I will not give your students a library tour.
I will not tell students not use Wikipedia, the
Internets/anything online/no scholarly.

10. if you don’t
like what
they’re
saying,
change the
conversation

14. I’m good
enough,
I’m smart
enough,
and doggone it,
people like me.

15. how can you
apply this?

18. get in touch
allison carr
acarr@csusm.edu
yvonne meulemans
ymeulema@csusm.edu