Breaking a leg: going on stage with the educators
| Pages | 361-372 |
| Published date | 01 August 2005 |
| DOI | https://doi.org/10.1108/01435120410609770 |
| Date | 01 August 2005 |
| Author | Nora Hegarty,Tina Hurley,Ted Lynch |
| Subject Matter | Library & information science |
Breaking a leg: going on stage
with the educators
Nora Hegarty, Tina Hurley and Ted Lynch
Waterford Institute of Technology Libraries, Waterford, Ireland
Abstract
Purpose – The purpose of the paper is to report on the experience of a library-based Learning
Support Unit at Waterford Institute of Technology (WIT). It examines the background to the
educational experience in libraries, major trends and resources in the area of library education,
emerging strategies and how they are being translated into practical activities at WIT.
Design/methodology/approach – The paper provides an overview of the educational initiatives of
libraries in general and of WIT Libraries in particular. It takes a descriptive or instructional “how to”
approach to its topic. Research methods used include a qualitative analysis of contemporary writings
on the subject, first hand accounts and evaluations of the experience of library staff at WIT Libraries,
and formal and informal student surveys.
Findings – The paper underlines the need for the library to be an equal partner in the educational
process. The value of the librarian/lecturer partnership to the student experience is recognised. The
paper finds that, in WIT’s experience, it has been possible to position the library over a comparatively
short timeframe as a major strategic asset for its institution simply by drawing largely on the skills
and experiences of existing library staff in partnership with lecturing staff on curriculum-related
projects.
Originality/value – The paper shows that it is possible for a comparatively small unit to advance
library education in its parent organisation in practical, achievable steps.
Keywords Academic libraries, Information society, Library studies,Lifelong learning,
Computer based learning, Training packages
Paper type General review
Introduction
The impact of the modern academic library is not coterminous with the materials it
holds and it cannot be limited to a context of support services for staff and students. It
is widely accepted that the library has a central place in the educational experience of
its institution, underpinning the institution’s role in the intellectual formation of
students. According to Kuh and Gonyea (2003) the library actually represents “the
physical manifestation of the core values and activities of academic life”. It follows that
successful libraries will assume a responsibility for education and discharge that
responsibility effectively – and the mission statements of the majority of academic
libraries reflect this type of aspiration.
However, translating these generalised development trajectories into realisable
goals and purposeful activities makes it necessary for the academic librarian to have a
fundamental understanding of the educational needs of students and their information
saturated environments. Providing a response on the part of libraries to stated and
implicit needs of students is a debate and a challenge. Kumaresan (2003):
Unfortunately, this role (educational formation) is often neither readily recognised nor
accepted by the individual academic or the broader university and there are a number of
The Emerald Research Register for this journal is available at The current issue and full text archive of this journal is available at
www.emeraldinsight.com/researchregister www.emeraldinsight.com/0143-5124.htm
Breaking a leg
361
Received 4 August 2004
Accepted 27 January 2005
Library Management
Vol. 26 No. 6/7, 2005
pp. 361-372
qEmerald Group Publishing Limited
0143-5124
DOI 10.1108/01435120410609770
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