Academic faculty’s teaching social networks : what is the extent of library faculty’s inclusion?
Inzerilla, Tina, Bruce, Christine S., & Lupton, Mandy (2011) Academic faculty’s teaching social networks : what is the extent of library faculty’s inclusion? In Benoit, Edward III (Ed.) Proceedings of the 2011 Great Lakes Connections Conference: Discourse & Illumination, UW-Milwaukee's School of Continuing Education, Milwaukee, Wisconsin.
Collaboration between academic and library faculty is an important topic of discussion and research among academic librarians. Partnerships are vital for developing effective information literacy education. The research reported in this paper aims to develop an understanding of academic collaborators by analyzing academic faculty’s teaching social network. Academic faculty teaching social networks have not been previously described through the lens of social network analysis. A teaching social network is comprised of people and their communication channels that affect academic faculty when they design and deliver their courses. Social network analysis was the methodology used to describe the teaching social networks. The preliminary results show academic faculty were more affected by the channels of communication in how they taught (pedagogy) than what they taught (course content). This study supplements the existing research on collaboration and information literacy. It provides both academic and library faculty with added insight into their relationships.
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|Item Type:||Conference Paper|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > QUT Faculties & Divisions > Faculty of Science and Technology
Past > Schools > Information Systems
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2011 The Authors|
|Deposited On:||26 Oct 2011 07:45|
|Last Modified:||26 Oct 2011 07:46|
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