Development Of The Faculty-Libtarian Collaboration Model To Support Teaching And Research At Vietnamese Universities Dr. .Pdf

DEVELOPMENT OF THE FACULTY LIBRARIAN COLLABORATION MODEL TO SUPPORT TEACHING AND RESEARCH AT VIETNAMESE UNIVERSITIES MISS NGUYEN THI LAN A THESIS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY KHON KAEN UNIVE[.]

DEVELOPMENT OF THE FACULTY-LIBRARIAN COLLABORATION

MODEL TO SUPPORT TEACHING AND RESEARCH

AT VIETNAMESE UNIVERSITIES

MISS NGUYEN THI LAN

A THESIS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

KHON KAEN UNIVERSITY

2020

MISS NGUYEN THI LAN

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

IN INFORMATION STUDIES GRADUATE SCHOOL KHON KAEN UNIVERSITY

2020

FOR DOCTOR OF PHILOSOPHY

IN INFORMATION STUDIES

Thesis Title: Development of the Faculty-Librarian Collaboration Model to

Support Teaching and Research at Vietnamese Universities

Author: Miss Nguyen Thi Lan

Thesis Examination Committee

Asst Prof Dr Pimrumpai Premsmit Chairperson

Asst Prof Dr Kanyarat Kweicien Member Asst Prof Dr Wirapong Chansanam Member Assoc Prof Dr Kulthida Tuamsuk Member

Thesis Advisor:

Advisor (Assoc Prof Dr Kulthida Tuamsuk)

……… ……… (Prof Dr Surasakdi Wongratanacheewin) (Assoc Prof Dr Kulthida Tuamsuk)

Dean, Graduate School Dean, Faculty of Humanities and Social Sciences

Copyright of Khon Kaen University

มหาวิทยาลัยขอนแก่น

ที่ปรึกษาวิทยานิพนธ์: รองศาสตราจารย์ ดร กุลธิดา ท้วมสุข

บทคัดย่อ

การพัฒนารูปแบบความร่วมมืออาจารย์กับบรรณารักษ์ห้องสมุดมีความส าคัญเข้ามามี บทบาทส าคัญส าหรับสถาบันอุดมศึกษาในด้านการสอน , ด้านการเรียนรู้และด้านการวิจัย เช่นเดียวกับการด าเนินการด้านการบริการเพื่อสนับสนุนการศึกษา ในการศึกษาวิจัยนี้มี วัตถุประสงค์ต่อการส ารวจสภาพความร่วมรูปแบบความร่วมมืออาจารย์กับบรรณารักษ์ห้องสมุด เพื่อสนับสนุนการสอนและวิจัยของมหาวิทยาลัยในสาธารณรัฐสังคมนิยมเวียดนาม โดยใช้แนวคิด โมเดลของ Pham (2016) ด้านปัจจัยที่มีผลกระทบต่อการร่วมมือและนโยบายด้านการบริหาร จัดการของมหาวิทยาลัย (Kezar and Lester, 2009) มุ่งเน้นการศึกษาโครงสร้างฝ่ายบริหารและ แนวคิดริเริ่มด้านความร่วมมือเพื่อประยุกต์สนับสนุนการสอนและงานวิจัย, บทบาทของเจ้าหน้าที่ และปัจจัยที่ผลกระทบด้านความร่วมมือในกลุ่มมหาวิทยาลัยรัฐของสาธารณรัฐสังคมนิยม เวียดนามทั้ง 4 แห่งการศึกษาใช้ระเบียบวิธีวิจัยแบบผสมตามวัตถุประสงค์การวิจัยสามารถ แบ่งเป็น 3 ขั้นตอน (1) ศึกษาสภาพสถานการณ์ความร่วมมืออาจารย์กับบรรณารักษ์ห้องสมุด ใช้ วิธีเก็บข้อมูลแบบใช้การสัมภาษณ์แบบกึ่งโครงสร้างจากจ านวน 29 คน จากมหาวิทยาลัย กลุ่มเป้าหมาย ประกอบด้วย ด้านการรับรู้ประสบการณ์, ด้านมุมมองเกี่ยวกับวัตถุประสงค์และ กิจกรรมความร่วมมือโครงสร้างการบริหารความส าคัญของการท างานร่วมกันบทบาทของผู้ท างาน ร่วมกันและการประเมินผลการท างานร่วมกัน (2) เก็บแบบสอบถามปัจจัยที่มีผลกระทบความ ร่วมมือโดยใช้เครื่องมือแบบสอบถามรวม 13 ปัจจัยหลัก และ 86 ปัจจัยรอง การเก็บข้อมูล สามารถรวบรวมแบบสัมภาษณ์ได้ 455 ฉบับ (3) การพัฒนารูปแบบความร่วมมือภายใต้บริบท ของคนเวียดนามได้ผ่านการตรวจสอบและประเมินเครื่องมือและสังเคราะห์อุปสรรคที่ส าคัญที่สุด ผลต่อความสัมพันธ์ในการท างานร่วมกันจากผู้เชี่ยวชาญ 18 คน

ผลการสัมภาษณ์ พบว่า ความร่วมมือที่เกิดขึ้นเป็นส่วนใหญ่ คือ การออกแบบหลักสูตร, การพัฒนาด้านจัดการรวบรวม, กิจกรรมส่งเสริมสนับสนุนการวิจัย ; การระบุวัตถุประสงค์ก่อน การท างานร่วมกันอย่างชัดเจน ความร่วมมือและผู้ปฏิบัติท างานร่วมกันโดยตระหนักถึง ความส าคัญของการท างานร่วมกันส าหรับการสอนและการวิจัยเป็นหัวใจส าคัญ กลุ่มบรรณารักษ์ เป็นบุคคลเชื่อมโยงและให้ความร่วมมือกับอาจารย์ระหว่างการด าเนินการขั้นตอนท างาน และการ สนับสนุนแผนการท างานทั่วไปที่เจาะจงตระหนักถึงการสร้างความร่วมมือ อย่างไรก็ตามความ

ร่วมมืออื่นๆ เช่น การสนับสนุนด้านเอกสาร, การให้ค าแนะน า และการเกณฑ์การประเมินยังไม่ได้ รับการส่งเสริมโดยมหาวิทยาลัยและผู้น าของคณะต่อการน าไปใช้ผู้เชื่อมโยงด้านความร่วมมือที่ สามารถท างานด้วยกันได้ เช่น หน่วยการอ้างอิง, ผู้ร่วมงาน, ผู้ใช้ข้อมูลสารสนเทศ, อาจารย์พิเศษ และผู้ประสานงาน ภายหลังจากการตรวจสอบความเที่ยงตรงข้อมูลด้วยวิธีการ Cronbach’s Alpha ใช้วิธีจ าแนกปัจจัยย่อยที่ชี้ให้เห็นแต่ละมิติด้านเวลาแลพื้นที่ คือ สองปัจจัยที่มีค่าเฉลี่ยสูง ใน ขณะเดียวกันนโยบายสร้างแรงจูงใจและการเรียนรู้เกี่ยวกับการท างานร่วมกันมีค่าเฉลี่ยที่มีปัจจัย สูงสุด หลังจากนั้นผู้วิจัยได้จัดหมวดหมู่ปัจจัยย่อยเป็นปัจจัยใหม่ขึ้นอยู่กับตามการค้นพบของการ วิเคราะห์องค์ประกอบเชิงส ารวจ พบว่ามี ปัจจัยหลัก 3 ประการที่ประกอบด้วยโครงการของ ภาครัฐ, วัฒนธรรมความร่วมมือ, เวลา และบุคลิกภาพส่วนตัวรวม 25 ปัจจัยย่อยถูกสังเคราะห์ จากผลวิเคราะห์การประเมินตามค าแนะน าส าหรับรูปแบบความร่วมมือจากผู้เชี่ยวชาญชาว เวียดนาม รวมถึงมุมมองของผู้เชี่ยวชาญตระหนักระดับที่ส าคัญต่อปัจจัยระบุถึงมุมมองของ ผู้บริหาร, อาจารย์ และบรรณารักษ์มีความเกี่ยวข้องกับสภาพการณ์, ผลประโยชน์ที่เกิดขึ้น, คุณค่าและความส าคัญของ ความร่วมมืออาจารย์กับบรรณารักษ์ห้องสมุดเพื่อสนับสนุนการสอน และวิจัยของมหาวิทยาลัยเป็นปัจจัยที่มีความส าคัญสูงสุด อีกประการหนึ่ง คือ ทรัพยากรเป็น องค์ประกอบที่เสริมสร้างการรับรู้และสนับสนุนความคิดริเริ่มความร่วมมือ ส่วนปัจจัยอื่น ๆ เป็น ตัวเร่งต่อการร่วมมือกันอย่างให้มีประสิทธิภาพและกว้างขวางขึ้น

ผลสรุปข้อค้นพบจากการศึกษาอ้างอิงจากการศึกษาวรรณคดีของกรอบทฤษฎีของความ ร่วมมือระหว่างอาจารย์และบรรณารักษ์รวมถึงประโยชน์ของการร่วมมือที่จะเกิดขึ้น, การริเริ่ม ร่วมมือกัน, กระบวนการและขั้นตอน และบทบาทของผู้ท างานร่วมกัน มีผลกระทบเกี่ยวข้องกับตัว บุคคลและองค์กร ในแง่ของด้านแนวปฏิบัติ การศึกษานี้น าเสนอต่อมหาวิทยาลัยของรัฐในใน สาธารณรัฐสังคมนิยมเวียดนามเพื่อน าไปออกแบบรูปแบบคว ามร่วมมือให้เกิดขึ้นตามแบบ ลักษณะสภาพแวดล้อมองค์กรและมุ่งเน้นการสนับสนุนเครือข่ายความร่วมมือและขยายสู่ด้านการ พัฒนาคุณภาพการสอนและประสิทธิภาพด้านการวิจัยต่อไป

Nguyen Thi Lan 2020 Development of the Faculty-Librarian Collaboration

Model to Support Teaching and Research at Vietnamese Universities

Doctor of Philosophy Thesis in Information Studies, Graduate School, Khon Kaen University

Thesis Advisor: Assoc Prof Dr Kulthida Tuamsuk

ABSTRACT

Faculty-librarian collaboration is crucial for universities to enhance the effectiveness of teaching, learning, and research, as well as improve the quality of services Therefore, this research aims to explore the nature of the collaboration between faculty and librarians at Vietnamese universities through the model of Pham (2016) about factors having an impact on collaboration and organizing universities for collaboration (Kezar and Lester, 2009) The research scopes focus on identifying the administrative structure and collaborative initiatives to support teaching and research work, roles of collaborators, and factors influencing the collaboration at four Vietnamese public universities

The mix-research methodology is used to gain research objectives and divided into three stages: (1) Studying the situation of faculty-librarian collaboration at Vietnamese universities based on semi-structured interviews from 29 participants at four universities to get perceptions, experiences, and perspectives about the collaborative objectives and activities, administrative structures, the significance of collaboration, roles of collaborators and evaluation of collaboration; (2) Surveying factors influencing the collaboration by using and analyzing questionnaires, including

13 factors with 86 sub-factors As a result, 455 valid questionnaires are returned from administrators, faculty, and librarians; (3) Developing a collaborative model under the Vietnamese context through an evaluative form from eighteen experts to clarify the most critical enablers and barriers affecting the collaborative relationship

The results of interviews show that collaborative work primarily focuses on designing syllabus, collection development, research support activities; collaborative objectives are identified clearly before collaborating, and collaborators realize the significance of collaboration for teaching and research A group of librarians is

established to connect and collaborate with faculty during the work process, as well as

to build specific plans concerning collaborative activities embedded into the general plan of their library However, collaborative documents, guidelines, and evaluation criteria have not been issued by university and faculties leaders to facilitate collaborators to work together In addition, in this study, faculty and librarians are also clarified in common roles, such as a reference, cooperator, information user, special lecturer, and coordinator

After checking the validity of Cronbach’s Alpha, and eliminating sub-factors, the results point out that individual dimensions and time and space are two factors having the highest mean values; meanwhile, incentive policy and learning about collaboration have the highest factor loading value After that, the researcher recategorized sub-factors into new factors based on the findings of the Exploratory Factor Analysis (EFA) Finally, three main factors consist of governance structure, collaborative culture, and time and personal characteristics with 25 sub-factors are synthesized in an evaluative form to get recommendations for the collaborative model from Vietnamese experts

The Vietnamese experts’ perspectives concerning the critical level of factors indicate that the perception of administrators, faculty, and librarians relating to the nature, benefits, values, and importance of faculty-librarian collaboration for teaching and research at universities is the most crucial factor Besides, resources are also an essential factor in enhancing perception and supporting collaborative initiatives Other factors are as a catalyst to boost collaboration more effectively and widely

The research findings contribute the literature of the theoretical framework of faculty-librarian collaboration, including the benefits of collaboration, collaborative initiatives, procedures, roles of collaborators, as well as factors relating to individual and organization having effects on collaboration In terms of the practical side, this study offers for public universities in Vietnam to design a collaborative model in accordance with their organization’s characteristics to boost collaborative partnerships and enhance the quality of teaching and research performance

ACKNOWLEDGEMENTS

I would like to express my faithful gratitude to many people who contributed

to my success on the academic journey I would never been possible without the support of the following individuals and organizations:

First of all, my deepest thankful send to my advisor, Assoc Prof Dr Kulthida Tuamsuk, who guided and supported me with the enthusiastic interests, kindness, and consultation and inspired to me the positive energy and confidence to complete and overcome challenges I am very lucky under her supervision because I got invaluable ideas, recommendations, and feedback on my topic

My heartiest gratitude goes to Assist Prof Dr Kanyarat Kwiecien for her support in my first days in Khon Kaen and during my doctoral student life My thanks also go to Assoc Prof Dr Yupin Techamanee and other lecturers at the Department

of Information Science, Khon Kaen University

My sincere appreciation expresses to Ms Siriporn Thiwasing, Ms Phan Thu Nga, Mr Nguyen Tien Trung, and Mr Do Van Chau for their useful feedback and suggestions for my research tools

My special thanks to all colleagues, administrators, faculty and librarians at four universities in Vietnam, namely, University of Social sciences and Humanities, University of Sciences, University of Education and Technology, and Nong Lam University in Ho Chi Minh City, especially Ms Thao, Ms Sinh, Ms Huong, Ms Loi,

Ms Hang, Ms Thuy, Ms Lan, Ms Nghia, Mr Luat and Mr Hoa for their valuable responses and contribution to this thesis

I further acknowledge the contribution of Thailand and Vietnamese friends for their accompany and support in my daily life, especially Mr Theeradez Manakul, Ms Kittiya Suttipapa, Ms Chi, Ms Huong and Mr Huan

Last but not least, I am grateful to my family, who always accompanied by me during this journey and shared my sadness and anxiety with their unconditional love and encouragement

Nguyen Thi Lan

TABLE OF CONTENTS

Page

2 Factors having effects on faculty-librarian collaboration 30

3 An overview of university libraries and the research status 39 about the faculty-librarian collaboration in Vietnam

4 A preliminary model for faculty-librarian collaboration at 44 Vietnamese universities

TABLE OF CONTENTS (Cont.)

Page

CHAPTER IV THE CURRENT STATUS OF FACULTY-LIBRARIAN 81

COLLABORATION AT VIETNAMESE UNIVERSITIES

Faculty-Librarian Collaborative Administration and Activities at 81 Vietnamese Universities

Roles of the Faculty and Librarian in the Collaborative Relationships 102

at Vietnamese Universities: A Qualitative Methodology

CHAPTER V FACTORS INFLUENCING FACULTY-LIBRARIAN 125

COLLABORATION AT VIETNAMESE UNIVERSITIES

TABLE OF CONTENTS (Cont.)

CHAPTER VI FACULTY-LIBRARIAN COLLABORATION MODEL 165

TO SUPPORT TEACHING AND RESEARCH AT VIETNAMESE

UNIVERSITIES

2 Limitations and suggestions for future research 190

APPENDIX C Request form for assessing research tools 233

Table 4 List of Vietnamese universities is chosen 67 Table 5 The example of coding of individual interview data 85 Table 6 Significance of faculty-librarian collaboration and roles of 106

collaborators

Table 10 The summary table of factors influencing the faculty-librarian 133

collaboration

Table 11 Testing the validity of Cronbach’s Alpha in the questionnaire 146

Table 13 Factors influencing faculty-librarian collaboration 152

Figure 5 Faculty-librarian collaboration model to support teaching 170

and research at Vietnamese universities

LIST OF ABBREVIATIONS

LRC Learning Resource Center

MCST Ministry of Culture, Sports and Tourism

MOET Ministry of Education and Training

VNUHCMC Vietnam National University Ho Chi Minh City

USSH University of Social sciences and Humanities

US University of Sciences

UTE University of Education and Technology

NLU Nong Lam University

This chapter provides an overview of the research problems regarding the collaborative relationship between faculty and librarian Besides, this part also describes research objectives and questions, and scopes of research, as well as lists some definitions relating to the research topic and implications of this research

1 Problem statement

Becoming a research university is the emerging trend of many universities around the world According to Mohrmana, Mab & Bakerc (2008), and Altbach & Salmi (2011), research universities are the heart of a world-class higher education system and must be equipped adequately and the highest level of working conditions, facilities, infrastructure, management, and libraries It can be seen that the spirit of the research university is open-minded, willing to challenges in new circumstances, and improve academic achievement and research competence In light of this, faculty is the heart of research university, with a good foundation of education to carry out teaching and research at the highest level They must make many contributions in scholarly through publishing articles and books Meanwhile, students are the central element in the soul of the university and must commit to high academic achievement and improve research competence (Altbach & Salmi, 2011) In order to achieve its goal of becoming a research university, its library plays an essential role in providing quality library and information products and services for research; besides, information resources are always willing to access (Courant, 2017)

Information and communication technologies are increasingly developing has transformed the role of libraries and librarian in the 21st century, as well as enhanced and promoted academic services Many studies revealed that university libraries have been striving to position themselves as the primary and trusted source of information

to provide users in the digital era (Anunobi, 2008); support the core tasks of higher education in learning, teaching, and research (Crow, 2002); provide academic

information, collection development; collaborate with stakeholders to develop a research data sharing policy (Steinhart, 2006); manage, store and provide research data (Brown, Wolski, & Richardson, 2015) Campbell (2006) also indicated a lot of innovative and useful services have developed at academic libraries, for example, providing quality spaces for learning, creating metadata, providing virtual reference services, information literacy instruction, information resource selection, retrieving, digitizing documents and maintenance of digital repositories

Furthermore, the rapidly increasing of information resources, especially online and open educational resources have enabled users to access valuable resources and remote access to these resources (Jalal & Mohan, 2009; Johnson et al., 2012; Teng & Hung, 2013; White & Crawford, 1997) However, to ensure competition in the provision of quality information resources, university libraries have constantly been seeking, complementing, and creating useful information resources as well as research support services for users Many academic libraries have focused on developing information resources and learning and research support activities, such as information literacy instruction, research data management services; research publications, research software and bibliographic instructions and so forth (Du & Evans, 2011; Zhao, 2014; Richardson, Nolan-Brown, Loria, & Bradbury, 2013)

All of the reasons suggested above have a substantial impact on the need for a faculty-librarian collaboration at universities to enhance academic achievement, teaching, and research capacity A collaboration model between faculty and librarian has been shown to bring more essential benefits Some studies mentioned the significance of collaboration in enhancing the student's information literacy skills, improving the understanding of specific subjects to find and evaluate information (Farber, 1999), supporting the academic community and boosting students’ success (Bennett & Gilbert, 2009) and enhancing lifelong learning skills; better support for learning and teaching (Wijayasundara, 2008) Besides, the collaboration also increases the number of library users and develop library instructional programs to meet users’ needs (Johnson & Toscos, 2011; Sanborn, 2005); creates and promotes the quality of library and information products and services (Rockman, 2002; Yu, 2009); raises learning and research (Callison, Bandy, & Thomes, 2005; Little, Fallon, Dauenhauer, Balzano, & Halquist, 2010) Besides, the development of the online learning

environment and the design of distance learning courses for students are also

significant benefits of collaboration (Fang, 2006)

The problems

Carried out the Government's renovation policy (Doi moi) since 1986, which

has created radical changes in many fields, especially in the socio-economical and educational areas Vietnamese higher education has developed rapidly and made significant progress in enhancing the teaching and learning quality, the number of higher education institutions, lecturers and students are continually increasing (Table 1) (Ninh, 2013; Tran & Villano, 2017) Vietnamese universities have expanded the number of disciplines, innovated curricula quality, teaching methods, and information resources Research has become one of the crucial parts of university responsibility (Nguyen, Q., 2018; Tran & Villano, 2017; World Bank, 2008)

Table 1 The number of Vietnamese universities, lecturers and students

Source: MOET (2017), Ninh (2013)

On the other hand, Vietnamese universities have also faced many challenges, for instance, poor infrastructure system, small spaces, passive teaching methods, the limitation of qualified teaching staffs, the system of information resources is not enough

to meet the users’ needs, rigidness and low-quality curricula, the limited links between education and training with labor markets (Dao, 2014; Harman & Nguyen, 2010; Harman, Hayden, & Hien, 2010; Nguyen, Q., 2018; Pham, 2010) In addition, the limited numbers of publications on international journals by Vietnamese researchers, low salaries, heavy teaching workloads of academic staff are also the disadvantages of higher education in Vietnam (Hayden & Lam, 2010; Nguyen, Q., 2018) These cases come from the inadequate investment of the science and technology, lack of financial

supporting and training of research skills for lecturers, inadequate facilities and resources, low level of English skills, ineffective investment in the education of Vietnamese Government (Government, 2012); lack of policies to motivate society and companies to invest for higher education, and ineffective and unsustainable financial mechanism (Nguyen, Q., 2018)

Accompanied by the constraints of the higher education system, the Ministry

of Education and Training (MOET, 2007) issued a credit-based training regulation (has an amendment in 2014) This regulation requires universities to convert from traditional learning into a student-centered learning method Students must be active and positive in the self-study method, following that the number of self-study hours must be at least double its time taught in the classroom Besides, universities have focused on building a library system that abundant information resources and various services to support learning, teaching, and research (MOET, 2014)

According to the Government policy, public universities must carry out and become autonomous and independent universities in the management of financial expenditures, human resources, facilities, curricula, library systems, so forth until

2020 It is conceivable that there are great challenges for Vietnamese higher education institutions to improve education and training effectiveness and research capacity (Government, 2015) Furthermore, in Educational Development Strategy Agenda from 2011-2020 of Vietnamese Government indicated that curricula must be designed

in two directions (e.g., research-oriented and profession-oriented) to improve the research competence and professional application of learners, have the close links between education and training with social demands (Government, 2012) Therefore, developing and becoming a research university following the global trend are also a common goal of Vietnamese universities Moreover, the objective of the Vietnamese Government also pointed out that at least one institution of higher education in Vietnam would become the top 200 universities in Asia until 2020 (Government, 2013) However, becoming a research-oriented university has required universities to continually strive to boost their infrastructure, financial resources, laboratories, information resources, qualify professionals, and so forth to support and increase the publications (Government, 2012)

The backlog issues, as well as policies and future orientation of the Government for Vietnamese higher education institutions require them must change and develop to meet requirements of society and international trend in learning and research Besides, it might be interesting to explore the crucial roles of university libraries and librarians in supporting to achieve universities’ missions in the scholarly environment Therefore, developing a collaborative model amongst faculty and librarian at Vietnamese universities is quite promising to achieve goals in enhancing the quality of education, academic achievement and research competence

The gap

Many previous studies presented a collaborative relationship help enhance

“information literacy skills”, academic performance, teaching achievement and integrate “information literacy into the curriculum” (Douglas & Rabinowitz, 2016; Kenedy & Monty, 2011; Massis, 2012; Meldrum & Tootell, 2004; Moselen & Wang, 2013; Walter, 2000; Wilkes, Godwin, & Gurney, 2015), and evaluate students’ information literacy (Belanger, Bliquez, & Mondal, 2012) In addition, the collaboration also promotes the usage of scholarly resources to boost students’ research skills (Floyd, 2006), integrates technologies into teaching skills and research method (Bhavnagri & Bielat, 2005), collection development (Chu, 1997; Hovara, 2005), and develops the “library and information science curricula” and library and information services (Chutima, 2012)

Furthermore, the literature revealed that collaboration brings more benefits to academic libraries The first benefit helps develop online resources for students externally campus (Shepley, 2009); deliver online learning services for distance learners (Lillard, 2003); promote library and information services (Sugarman & Demetracopoulos, 2001) Besides, the collaborative work improves librarian’s knowledge, skills, and capacity in providing research support services following the users’ needs in health sciences (Johnson, Butler, & Johnston, 2012), and creates LibGuide to guide research skills (Little et al., 2010) The second benefit is to promote library products and services (Yu, 2009), provide services to support research needs of externally campus postgraduate students (Macauley & McKnight, 1998), enhance the teaching role of the librarian in information literacy programs (Julien & Pecoskie, 2009) and integrate information technology and information

resources into the courses (Mavodza, 2011) However, the faculty-librarian collaboration literature has been carried out mainly in developed countries, such as the United States, Great Britain, Australia, Canada, and New Zealand

Accordingly, the previous research models revealed that faculty-librarian collaboration is influenced by different factors Pham (2016) showed three groups of factors affecting the partnership, including governance structure, socio-cultural, and individuals features Meanwhile, Wijayasundara (2008) emphasized “the causes of collaboration (i.e., personal dimensions, knowledge skills, and organizational facts) and the benefits of collaboration (i.e., teaching and learning, research, and usage of the library) between librarian and faculty.” Furthermore, Bronstein’s model revealed five components of collaboration, namely “independence, newly created professional activities, collective ownership of goals, and reflection on the process.” Monteil-Overall (2005a) also mentioned four models for teacher-librarian collaboration consisting of “coordination, cooperation, integrated instruction, and integrated curriculum.”

In Vietnam, the number of studies mentioning the faculty-librarian collaboration is limited Collaborative endeavors just focus on improving information literacy and enhancing students’ learning skills (Diep, 2011), developing teaching and research skills, and participating in several research projects at the Hanoi University

in Vietnam (Pham, 2016) without mentioning collaboration for research support

The assumption/Rationale

This research centers on collaborative work to support teaching and research

at Vietnamese universities Therefore, the theoretical frameworks elucidating collaborative activities on campus at higher education institutions based on a framework of factors influencing the collaboration from a structuration perspective (Pham, 2016) and Kezar & Lester (2009) about the organizing the institutions of

higher education for collaboration

A mixed research methodology is done in this study The quantitative research method is used to investigate faculty, librarians, and administrators throughout surveying sampling The same questionnaire will be sent to respondents to obtain responses for specific aspects that correspond with the research objectives The purpose

of this method is to collect data relating to factors influencing collaboration After

surveying, collected data will be analyzed by informatic software to processing, then compare related factors of the faculty-librarian collaboration Meanwhile, the qualitative method is used to study the present situation of faculty-librarian collaboration, the advantages, and disadvantages of collaboration at the Vietnamese universities This method is done by interviewing and document analysis techniques to support for expressing and interpreting the findings of the research objectives Documents relating to policy, programs, policies, websites’ information, reports, statistics, so forth of Vietnamese universities will be collected

2 Research questions

Main research question

How does faculty-librarian collaboration affect the teaching and research activities at Vietnamese universities?

This study solves three goals as follows:

3.1 To study the current status of the collaborative partnership to support teaching and research at Vietnamese universities;

3.2 To investigate factors that enable and impede the faculty-librarian collaboration, consist of governance structure, social-cultural dynamics, and personal dimensions;

3.3 Designing a faculty-librarian collaboration model congruent with the Vietnamese context based on the analyzed data

4 Scope of research

As it can be seen that collaboration between faculty and librarian relates to various activities and brings to different benefits for university libraries There are some research works mentioned factors having effects on collaboration and several collaborative activities to support students’ learning, for example, collection development, information literacy, curriculum development and instruction of library using and information resources It seems that there are no previous study mentioning level influence of factors and collaborative initiatives in support teaching and research activities Thus, the scope of this study is to elucidate the current status of the faculty-librarian collaboration at Vietnamese universities Following that, the features of collaborative policies, strategies, processes and evaluative criteria will be identified Furthermore, collaborative objectives and activities (namely, research support services, information literacy instruction, collection development, developing research skills, and teaching and research performance), evaluating the effectiveness of collaboration; roles of collaborators are also clarified Besides, the study also analyses factors facilitating or hindering the collaborative work and evaluating the crucial level

of factors, then designs an appropriate collaborative model for Vietnamese universities to support teaching and research

This study uses qualitative and quantitative methodology Besides this, the qualitative method is used to study perceptions, perspectives and experiences of participants relating to collaborative situation at Vietnamese universities Meanwhile, measuring and ranking factors influencing the faculty-librarian collaboration is indispensable by using a quantitative method

The study is carried out at four large Vietnamese universities in Ho Chi Minh City, Vietnam Four chosen universities with various majors help see a well-rounded picture of the collaborative situation and compare the similarity and difference between them Many scientific fields are covered in these four universities, for instance, social sciences, sciences, economics, technology, education, agriculture, food technology, and so forth, and they are national level and big size universities with research-oriented and technology-oriented universities in ASEAN and Asia region In addition, three groups of informants including librarians, faculty, and

administrators are recruited and interviewed to collect more information relating to the research objectives

5 Definition of terms

This research focuses on the collaboration between faculty and librarian at the Vietnamese universities in supporting teaching and research; therefore, in this section, the researcher will define some relevant terms as follows:

Faculty-librarian collaboration: is defined as a process in which faculty,

librarian, and stakeholders work together to support academic activities at universities, for instance, learning, teaching, research, and other activities However, faculty-librarian collaboration is a multi-dimension concept with various perspectives

of researchers; therefore, this concept will clarify in Chapter II, Section 1.2

Librarian: is identified as a library staff who is working at an academic

library, such as a senior librarian, library assistant, and also advisers and staff working part-time at academic libraries

Faculty: is a staff who is responsible for teaching and research in a university

There are professors, lecturers, researchers, and teaching assistants

Current status: this means the situation of faculty-librarian collaboration at

the Vietnamese universities, consists of administrative structure (e.g., collaborative plans/policies, guidelines, and evaluation criteria, collaborative groups, managing collaboration, etc.), collaborative objectives and activities, the significance of collaborations and roles of faculty, and librarian

Factors: is relating to the faculty-librarian collaboration comprising

governance structure, social-cultural dynamics, and personal dimensions

Model: means a conceptual framework that comprises the main components

of the faculty-librarian collaboration The model is the expected outcome of this research

- Forming a conceptual framework, including core parts influencing the outcomes of the collaborative relationship to support teaching and research at the universities

- Giving recommendations for institutions of higher education in developing collaborative relationships to enhance teaching and research competence

This chapter shows the overview of issues concerning the faculty-librarian collaboration, collaborative models, factors having effects on the collaboration, Vietnamese academic libraries, and the research status of this topic in Vietnam In addition, in this chapter, a preliminary model is outlined to reach research objectives based on two theoretical frameworks of Pham (2016), and Kezar & Lester (2009) Furthermore, a research conceptual framework is drawn to clarify this study

1 Faculty-librarian collaboration

1.1 Determining the meaning of collaboration

The term “collaboration” is a complex and multi-dimensional concept because it is according to individuals’ different perspectives It is possible to be defined

in various fields, such as management and organizational behavior, knowledge

management, education, and library and information sciences

In the management and organizational behavior field, the literature

emphasized that a collaborative process is to establish a relationship, solve problems, and to create regulations and structures in an organization to achieve mutual goals For example, Blomqvist & Levy (2006) noted that collaboration “…is defined as the actor’s capability to build and manage network relationships based on mutual trust, communication, and commitment.” Alternatively, it “…is a process in which autonomous or semi-autonomous actors interact through formal and informal negotiation, jointly creating rules and structures governing their relationships and ways

to act or decide on the issues that brought them together” (Blomqvist & Levy, 2006)

Besides, collaboration is the process of committing, sharing responsibility, resources, rewards, goals, and authority between two or more stakeholders to reach the organization's overall goals (Mattessich, 2001 cited in Doherty, 2016) Similarly, Wagner (1998) also emphasized that everybody discusses together to understand the

issues, reach agreement on common goals to cope with change, achieve targets, and evaluate the progress of the organization

Furthermore, Douglas & Rabinowitz (2016) pointed out the collaboration

is an interactive relationship between two or more parties to share the vision, mutual respect, trust, willingness to listen, compromise and a new approach in thinking between two or more individuals or organizations; “based on shared goals, shared vision, a climate of trust, respect, comprehensive planning, and shared risks” (Russell, 2002)

In the knowledge management field, collaboration is viewed as a trust

and committed relationship to create and transfer knowledge based on mental efforts Many researchers presented that collaboration is a relationship in which partners have mutually beneficial and well-defined for learning and working together to achieve a goal or outcome (Walsh & Kahn, 2010; Winer & Ray, 1994) Each individual would think, plan, decide and act jointly to create the initial framework; commitment to sharing resources, power, and talent to create common products whereas decisions and actions depend on the group without personal views (Minnis, John-Steiner, & Weber, 1994) Also, Schrage (1990) mentioned that collaboration is a process of interacting for a shared creation, understanding, and “meaning about a process, a product, or an event.” Meanwhile, other researchers focus on a phenomenon of human relationships built on the synthesis of knowledge, power, and resources to address crucial research issues, willing to technological changes, develop knowledge and expertise (Appley & Winder, 1977; Hara, Solomon, Seung-Lye, & Sonnenwald, 2003)

From the educational perspective, the collaboration is mentioned as an

activity exchanging ideas that lead to professional learning and knowledge generation

It is the “lifeblood of academic communities” (Walsh & Kahn, 2010) to improve the learning and teaching achievement (Montiel-Overall, 2005a, 2005b) and research competence (Pham, 2016) Besides, other studies presented the collaboration is an approach for school innovation and a chance for many personals joining in complicated issues of education (Fishbaugh, 1997) According to Gilbert (2009), the collaboration would be “breaking down the silos of traditional education” and creates different and more effective benefits for a community in teaching and learning even

with limited time and resources; innovates curriculum (Montiel-Overall, 2005a, 2005b)

The meanings of collaboration in the library and information field,

meanwhile, are seen as an interactive process of instructional members requiring their pro-activeness, effort, and commitment “… through shared planning, teaching, collection development, and management strategies provide the model for all programs’ connections to the larger learning community” (American Association of School Librarians and the Association for Educational Communication and Technology, 1998) Additionally, the definitions of collaboration focus on the roles of relationship building, such as enhancing students' learning performance, teaching partnership, integrating instruction, communication, and sharing understanding and knowledge For instance, Montiel-Overall (2005a) noted that a working relationship between two or more partners

is to improve student's academic performance through integrating information and for a common goal (Fishbaugh, 2000), share the understanding of integrating information literacy into curricula, and discipline knowledge and provide the support from different expertise In addition, Wang (2011) emphasized mutual respect and tolerance is to reach common objectives; work together with trust and support to complete tasks; understand and learn talents, expertise, and knowledge together; share goals and vision, trust, and respect Besides, according to Montiel-Overall (2010), "collaboration is a process of socially constructing knowledge and learning"; as the relationship create through professional dialogues between participants to exchange ideas for new knowledge and research-creation, professional learning, and academic communities (Walsh & Kahn, 2010)

Similarly, the collaborative relationship is built based on a reliable working process between two or more parties through “co-planning, co-implementing, and co-assessing student's progress” during an instructional process to innovate the learning performance in every area (Montiel-Overall, 2005b) Furthermore, a successful collaboration requires trust and respect (Kennedy & Green, 2014); “share understood goal; mutual respect, tolerance, and trust; competence for the task at hand

by each of the partners; and ongoing communication” (Ivey, 2003); and “a special kind of listening” (Raspa & Ward, 2000)

Despite the difference in many fields, collaboration is viewed as mutual trust and respect, and the listening relationship created between intrinsic and extrinsic stakeholders to share knowledge, skills, power, resources, responsibility, and authority in co-planning, co-implementing, co-making decision, co-solving problems

to achieve common goals

1.2 Definitions of faculty-librarian collaboration

This section analyses the definitions of faculty-librarian collaboration and identifies the popular characteristics of these definitions

The table below (Table 2) reveals the common meanings of librarian collaboration found in the related literature The narrative in this section aims to find out the main benefits of collaboration definitions between faculty and librarian Faculty-librarian collaboration is classified into eight benefits as following:

faculty-Table 2 The definitions of faculty – librarian collaboration

1 “… collaborative process of planning, delivering and evaluating learning programs” (Ivey, 2003) x

2

“… librarian pedagogy often revolves around teaching one class for a faculty member and,

occasionally, reference is made to librarians providing aid in curriculum development”

(Kempcke, 2002)

x

3

“…for complete collaboration to take place, the librarian must not only teach a class for the

faculty member but must also be involved in the curriculum and syllabus development, as well as

post class instruction, mentoring, and encouraging student skills on an ongoing basis in tandem

with the faculty member” (Kenedy & Monty, 2011)

x x

4

“…collaboration between a librarian and a faculty member has several important attributes:

mutual goals, mutual respect, advance planning, and substantive contributions by both parties for

designing instructional goals and activities and then carrying them out” (Donham & Green,

2004)

x

5

“…collaborative evolution refers to the ways that librarians can build connections across campus

that can over time develop into more expansive projects that will involve and impact more

members of the campus (and off-campus) community” (Shepley, 2009)

Table 2 The definitions of faculty – librarian collaboration (Cont.)

6

“… one of the key needs in blended librarianship as being to “partner and form learning

communities with our faculty, instructional designers and technologists, and other staff” (p xii)

“These partnerships not only build stronger relationships across campuses, but they can also

improve the overall quality of library instruction in both design and delivery Whether it is

through guest lectures, librarian created curricula, or collaboration with course designers, when

we are able to offer something to faculty that clearly demonstrates there is something in it for

them, we are far more likely to advance our goal of furthering collaborative activity than if we

expect faculty to collaborate with us simply because we think they should” (Bell & Shank’s,

2007)

7

“…the primary objective of librarian-faculty-student cooperation remains the accomplishment of

a short-term goal in response to an immediate research/teaching request The librarian's

contribution is bibliographic expertise, providing instruction about how to locate and retrieve

relevant materials” (Sugarman & Demetracopoulos, 2001)

x

Table 2 The definitions of faculty – librarian collaboration (Cont.)

8

“…the liaison model centers on building closer ties between librarians with subject knowledge

and teaching faculty and students, in the implementation of collection development,

bibliographic instruction, and individualized reference consultation (Sugarman &

Demetracopoulos, 2001)

x

9

“… as a characteristic of best practices in information literacy programs, and many regional

higher education accrediting organizations consider it to be a component of effective information

literacy education” (Association of College & Research Libraries, 2012)

x

10

“…in the context of faculty/librarian collaboration and information literacy in higher education,

interprofessional collaboration could be thought of as a process of communication and decision

making in which faculty and librarians use their separate and shared knowledge to integrate

information literacy into teaching and learning in higher education” (Franklin, 2013)

x

11

“…the teacher brings to the partnership knowledge of the strengths, weaknesses, attitudes and

interests of the students, and of the content to be taught The media specialist adds a thorough

understanding of information skills and methods to integrate them, helping the teacher to develop

resource-based units that broaden the use of resources and promote information literacy” (Doiron

& Davies, 1998 cited in Russell, 2002)

Table 2 The definitions of faculty – librarian collaboration (Cont.)

12

“…teachers with experience in collaborative planning and teaching view the role of the library

media specialist more positively and welcome continued collaboration Participants believe that

the results of the collaboration are more powerful and significant than the results of their

individual efforts” (Friend & Cook, 1996)

x

13

“…to identify what students need to know about accessing, evaluating, interpreting, and applying

information; when they plan how and where these skills will be taught and how they relate to

content area learning; when they co-teach so students learn the skills at a time when they need

them; and when they assess the students’ process as they work with information as well as the

end product, they have truly collaborated” (Donham, 1999)

x

14

“…through a shared vision and shared objectives, student learning opportunities are created that

integrate subject content and information literacy by planning, implementing, and

co-evaluating students' progress throughout the instructional process in order to improve student

learning in all areas of the curriculum This definition describes collaboration that is

student-centered, highlighting learning outcomes as the primary goal of collaborative partnerships,

pointing to shared instructional design processes (thinking, planning, creating, implementing, and

evaluating) as the key to achieving this goal” (Montiel-Overall, 2005b)

Table 2 The definitions of faculty – librarian collaboration (Cont.)

15

“…share the give-and-take listening that creates the bond of belonging to a learning community

It is a more holistic experience in which we are committed to the enterprise, the relationship, and

the process” (Raspa & Ward, 2000)

16

“…is a process in which the teacher and the school librarian plan together, each with a stake in

the outcome The process of collaboration involves equally sharing the goals and objectives of

a unit, deciding what resources will provide information and understanding, sharing the

expertise and skills of both teacher and librarian, and determining how to assess for student

learning Collaboration should improve on the construction and delivery of the unit, enhancing

the lesson” (Kennedy & Green, 2014)

x x

17

“…is not a natural activity It works best when there is a school culture with an encouraging

environment that promotes sharing, trust, positive interpersonal relations, and support for

collaboration” (Williamson, McGregor, & Archibald, 2010)

x

18

“In this particular environment, a process in which the teacher and the school librarian plan

together for student learning, each with a stake in the outcome The collaborative planning

includes considering lesson objectives, resources to use, activities to engage students, roles each

will play, and an assessment to determine what went well and what should be changed”

(Kennedy & Green, 2014) (p.22)

x

Table 2 The definitions of faculty – librarian collaboration (Cont.)

19 “…the highest level of cooperation between school librarians and classroom teachers that

includes co-planning, co-teaching, and co-assessment (Kennedy & Green, 2014) (p.39) x

20

“…can occur during co-planning, co-implementing, or co-assessing student learning outcomes

and the outcomes of the lesson or unit itself Collaboration is "how' people work together rather

than "what" they do” “In schools, librarians can collaborate with various library stakeholders for

various purposes, including policies and procedures and school-wide literacy initiatives and

events Collaboration for instruction involves a honed focus on standards-based teaching and

student learning outcomes” (Kennedy & Green, 2014) (p.79)

x x

21

“…Partnering with a teacher to "teach information literacy skills in the context of content area

curriculum" It is an ongoing component of an interdisciplinary partnership” (Kennedy & Green,

2014) (p 109)

x

22

“…referring to an activity between two educators in which they together and simultaneously

contribute their skills to the design of learning for students; the preferred method of teamwork

between librarians and classroom teachers which result in improved lesson creation” (Kennedy &

Green, 2014) (p.120)

x

Table 2 The definitions of faculty – librarian collaboration (Cont.)

23

“… is an educationally innovative process among academics, librarians and other relevant parties

who are working together to share knowledge and expertise to support the enhancement of

teaching, learning and research experiences for the university community” (Pham & Tanner,

2013)

x x

24

“…librarians particularly work together with faculty members to implement library instruction,

conduct cooperative teaching classes, prepare teaching materials, design library assignments,

compose research project proposals, prepare research presentations, organize workshops, design

websites for specific course, join school committee projects, develop library collections, etc.”

(Jeffries, 2000)

x x x

25

“…is defined as a dynamic, interactive, and interdependent process in which librarians and

faculty members work together to share a vision and resources to achieve their common goals”

(Yu & Chen, 2014)

x

26 “…fosters student achievement and makes creating and delivering the lesson more enjoyable

from both student and teacher” (Kennedy & Green, 2014) (p.13) x x

Table 2 The definitions of faculty – librarian collaboration (Cont.)

27 “…is a process in which lecturers and librarians work together to integrate information in order

This table is designed based on the Table 2.1 developed by Ninh (2013)

Note: Benefits numbered as follows:

1) Curriculum development

2) Enhance students’ learning performance and skills

3) Improve teaching and research

4) Extending project

5) Improve the quality of library instruction and collection development

6) Building a relationship

7) Integrate information literacy into teaching and learning

8) Share a vision and resources

Concerning the curriculum development, researchers indicated that

librarians and faculty could collaborate to design a syllabus, subject content, “help teachers develop resource-based units” and plan, provide and assess learning programs

In terms of enhancing students’ learning performance and skills, the

literature mentioned a collaborative process in which librarians and faculty work together to integrate information, improve learning outcomes and boost academic performance; help students think critically and enhance the lesson; mentor, and encourage students’ skills

According to the purpose of improving teaching and research, it can

see that the faculty-librarian collaboration could bring a lot of benefits for a campus in sharing the expertise and skills, enhancing teaching and research experience, and responding to research and teaching demands

For the extending project and building relationship, it is essential to

realize that collaboration helps individuals build connections and stronger relationships, boost positive interpersonal relations to form learning communities, and welcomed continue the collaboration Besides, building collaborative partnerships on campus could develop research projects, compose project proposals, and organize conferences

Concerning integrating information literacy into teaching and learning, collaboration is a regular work and plays crucial roles in improving

information literacy and skills for students; evaluate students’ progress via planning, co-teaching, and co-assessing between faculty and librarian

co-Furthermore, the findings from the literature also state some advantages

of the establishment of a collaborative relationship in improving the quality of library instruction, for instance, designing library instruction for users, developing reference consultation services, collection development, and sharing resources

Despite these commonalities, it noted that collaborative initiatives are useful for the institutions of higher education, for example, developing curriculum, information literacy instruction, boosting research skills, collection development, sharing vision and resources, enhancing learning, teaching, and research at the university community In general, faculty-librarian collaboration “is an educationally innovating process among academics, librarians and other relevant parties who give a

high degree of commitment in working together for the enhancement of teaching, learning and research experiences in the university community” (Pham, 2016)

1.3 Collaborative models

Collaborative models in this research have categorized three groups, consisting of models regarding the factors influencing collaboration, roles of collaborators, and the level and benefits of collaboration (Table 3)

Models regarding the factors influencing collaboration

The literature indicated that the relationship between faculty and library staff is influenced by various factors in the collaborative process For instance, Franklin (2013) identified nine important sub-factors in a partnership to develop information literacy The nine sub-elements are divided into three groups: (1) Organizational determinants (i.e., organizational culture, administrative support and leadership, and resources (i.e., time and money)), (2) Systemic determinants (i.e., value and awareness of information literacy, understanding of the collaborative partner's academic discipline or professional field, insularity, and resistance to collaboration), and (3) Interactional determinants (i.e., outreach, common goals, personal characteristics) Every interrelated sub-factor has different effects in promoting or impeding the collaboration However, in this model, the author noted three of nine sub-factors that have the most impact on the collaborative relationship in comparison with others: organizational culture, resources, and understanding of and interest in partner’s discipline or professional field

Similar to model Franklin (2013), Pham (2016) stated the theoretical framework of collaboration between academic staff and librarians based on the structurationist perspective This model includes three dimensions influencing the success

or failure of the collaborative partnerships: (1) governance structure, (2) social-cultural dynamics, and (3) personal dimensions (trust, personal relationship, perceptions, personality) However, unlike Franklin’s model, Pham (2016) showed that technology is also one of the pivotal factors affecting the outcomes of the collaboration in the institutions of higher education It facilitates connecting, communicating, and narrowing the traditional gap between librarians and academic staff

At the same time, Julien & Given (2003) also mentioned a model including some elements similar to Pham’s model, for instance, the influence of the lack

of understanding of the librarians’ work and expertise, time constraints, as well as

“…faculty are overly possessive of teaching and the curriculum and are information illiterate, territorial, and uncaring.” Therefore, the authors noted that “by attempting to gain legitimacy by positioning themselves as equals, librarians run the risk of further distancing those faculty with whom they need to connect” (Julien & Given, 2003)

Another interdisciplinary collaboration model is designed by Mulligan

&Kuban (2015) outlined three dimensions (1) workplace conditions, (2) qualities/attitudes; and (3) common goals that help enhance the collaboration In this situation, collaborative partnerships just occur with the combination of these three factors; therefore, collaboration is difficult to maintain if one of the three factors are lacking Meanwhile, Schrage's (1990) model mainly focuses on behavior, characteristics

of individuals and workspace in the collaborative process According to Schrage (1990), successful collaboration must be based on the following behaviors during the continuous interaction process to achieve goals: the individuals' capacity for the current task, shared goals and clarity, mutual respect, tolerance and trust, working in common space, continuous communication In addition, collaboration could take place in formal and informal working environments, clear responsibilities, and no boundary limitations Then Ivey (2003) also develops a new model based on Schrage’s theory of collaboration However, Ivey adds some elements influencing the outcomes of the collaborative process, for example, insufficient time, increased workloads of faculty and librarians, the lack of policies and resources (Ivey, 2003)

Models concerning the roles of collaborators

Regarding the collaborators’ roles, it is found that most of model state librarian plays important roles in partnerships, for example, the librarian as a consultant, instructor, reference and co-advisor, and faculty member as a library specialist

In the Scripps-Hoekstra and Hamilton’s (2016) model, librarians play three roles: Librarian-as-Reference, Librarian-as-Consultant, and Librarian-as-Instructor

In the role of the reference, librarians conduct various tasks in supporting students outside the classroom by providing information about library resources relating to specific topics, locating, and accessing the content of documents In addition, they help students effectively use information resources to create assignments and projects, write

a thesis or dissertation, and increase students’ interest in the library’s reference services

Librarian-as-Consultant: in this model, librarians answer students' questions, consult appropriate research skills, recommend information resources, and integrate library components into courses Besides, they also study students’ interests, give advice on the usability, and the number of library resources concerning the students’ research Librarians and faculty work together to develop information literacy programs, evaluate students' learning performance, revise, distribute, and assess the content of the curriculum

Librarian-as-Instructor It is imperative for librarians to form lifelong learning skills for students and library instruction, co-teaching in the classroom (classroom and online), take responsibility for the level of content distribution in the instruction process, as well as guide catalogs, databases and information technology using skills and locate relevant information resources

Similarly, Brown & Duke (2006) also mentioned a phenomenological self-study model in which library staff and faculty as researchers and instructors to

“develop, implement, and evaluate distance-delivered instructional services for public school teachers.”

As Scripps-Hoekstra and Hamilton’s model, Yu (2009) suggested a new model in which academic staff work as a library specialist Faculty members conduct their roles as a consultant, reference, and instructor Similarly, Donham & Green (2004) emphasized the consultancy role of librarians with faculty and students in the collaborative process In the relationship with faculty, the librarian is as a consultant

in designing assignments requiring the use of library resources, co-planning and integrating information literacy into the course plans, consult with departments to develop collections For students, “librarians serve as academic advisors, as the faculty representative for student organizations, and mentors in a thematic residence hall program.” (Donham & Green, 2004)

Accordingly, Fishbaugh (2000) revealed that collaboration happens by three models, consulting, coaching, and teaming Concerning the consulting model, a partner has more expertise, knowledge, or experience carrying out counseling and give advice for the other partners The next coaching model, the stakeholder would recognize their strengths and weaknesses to support each other in the collaborative