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Open access (OA) journal publishing is presented in the literature as both an opportunity for and a threat to academics, authors and higher education systems. Institutions with information and communication technologies (ICT) infrastructure have enabled their academics to freely retrieve accessible content in various disciplines, which in turn increases the rate and quality of publications from these institutions. Using semi-structured interviews with Kenyan faculty, students and librarians and with Kenyan and non-Kenyan publishers, as well as secondary sources, this article examines perspectives often overlooked in this debate. The paper concludes that while OA is considered an important initiative that could enhance knowledge production and consumption in Kenya, it nevertheless presents its own challenges, which should not be overlooked. OA is not a simple solution to individual and institutional challenges or systemic epistemic injustices, which lead to poor-quality knowledge circulating via some OA platforms and have the potential to dampen the global competitiveness of knowledge produced in Kenya and other countries in the Global South. [ABSTRACT FROM AUTHOR]

This paper presents how a plagiarism component has been integrated in a Research Methodology course for Engineering Master students at Blekinge Institute of Technology, Sweden. The plagiarism issue was approached from an educational perspective, rather than a punitive. The course director and librarians developed this part of the course in close collaboration. One part of the course is dedicated to how to cite, paraphrase and reference, while another part stresses the legal and ethical aspects of research. Currently, the majority of the students are international, which means there are intercultural and language aspects to consider. In order to evaluate our approach to teaching about plagiarism, we conducted a survey. The results of the survey indicate a need for education on how to cite and reference properly in order to avoid plagiarism, a result which is also supported by students' assignment results. Some suggestions are given for future development of the course. [ABSTRACT FROM AUTHOR]

This paper describes a micro-level faculty–librarian collaboration implemented at the authors' state university to address students' information literacy deficiencies in a graduate-level history research methods course. The setting, implementation, and evolution of the partnership are described in detail to suggest a model for other instructors. Additionally, consideration is given to issues of working in an online course environment and the benefits of micro- versus macro-level librarian support. Consideration is given to future steps for strengthening the partnership and measuring its impact on student outcomes. [Copyright &y& Elsevier]

This paper illustrates how liaison librarians can pursue influential relationships with faculty candidates in their liaison departments during the interview process. Although these interactions tend to be meet and greets, the impression that they leave may assist a potentially new faculty member when evaluating the campus environment and climate. This essay explores the relationship that academic librarians can develop during the hiring process for faculty candidates in their liaison departments, and the continued collaboration post-hire for the successful candidate. Literature for librarian outreach has been synthesized to present suggestions for strategies to engage with faculty candidates during the interview process and to further develop these relationships post-hire. [ABSTRACT FROM AUTHOR]

Technology has influenced all the spheres of life. The field of education is not an exception. Information technology has generated multiple and new sources of retrieving information. Traditional print media has served the libraries of various disciplines for decades with books, journals, encyclopedias and other resource material. With the advent of the internet and the proliferation of information in electronic form, the education college librarians are doubtful about the use and application of books and printed journals. Technology has manifold advantages namely, convenience, cost effectiveness, round the clock availability. Due to these advantages, electronic information resources are pointing towards an appealing future. The field of education has also undergone this transition. But there is an urgent need to study this transition because teacher educators are entrusted with the important responsibility of producing teachers deal effectively with the rapid advancement of technology in education. The present paper aims to study the preference of teacher educators towards print and electronic resources. The results of this study will provide directions to administrators, academicians and librarians to create climate which favours this much-needed transition. [ABSTRACT FROM AUTHOR]

A religion faculty member approached the author after he gave a presentation to the faculty at Waldorf College on integrated library instruction. She expressed disappointment at her students' scholarly performance on a major research paper she assigns every semester. The ensuing discussion resulted in a campus collaboration among the author, the faculty member, the campus writing center, and the academic achievement center. This article reports on the results of a five-year study on intervention and immersion of library instruction for the class Religion and the Arts at a small liberal arts college. [ABSTRACT FROM AUTHOR]

Academic librarians have long understood and argued for the importance of integrating information literacy into the curriculum. The literature shows strong evidence of librarians collaborating with faculty, peer tutors, and other on-campus constituencies in an effort to facilitate both the discussion and acquisition of information literacy skills and concepts. The literature points to a likely collaboration: that of libraries and writing centers, in light of their corresponding missions and endeavors. This paper details how two academic librarians partnered with teaching faculty who oversee the campus writing center to infuse information literacy skills and concepts into the training of writing tutors. The authors explore the history of the collaboration with faculty that led up to the information literacy workshops, provide a detailed explanation of workshop activities, focusing on disciplinary discourse and resource evaluation, and discuss how information literacy standards were embedded in the activities. We also consider challenges and opportunities afforded by the experience, as well as future steps to extend this collaboration. [ABSTRACT FROM AUTHOR]

Summary: Faculty–library collaboration paves the way to make students information literate and finally to make them life-long learners. In traditional universities, the faculty–library collaboration is an emerging phenomenon as these two entities are driven by separate agendas; teaching and providing services. Rapid development in information and communication technologies has built a platform for these two institutions to work collaboratively and for making synergies. The purpose of this paper is to describe the conceptual model for faculty–library collaboration based on the extensive literature review and some strategies used by librarians at University of Colombo to collaborate with the academics. [Copyright &y& Elsevier]