Information transfer occurs daily in the world in which we live. Throughout the longevity of Information Transfers of Disciplines, a library school course I took in the fall semester 2007, we evaluated information transfer from creation to dissemination to preservation. More specifically, we looked at information transfer at an academic level through the eyes of faculty and classroom. In each discipline investigated, information transfer occurs through the traditional formats such as books and journals, as well as through the less conventional formats of blogs, webpages, gray literature, and wiki’s. In all of these formats information transfer occurs and librarians need to recognize the plethora of information resources and how best to serve their clients in different academic disciplines and situations.

Investigated Disciplines - The Methods

The setting for my study was at a small religious affiliated liberal arts college located in the Midwest U.S. I interviewed two faculty members from chemistry and sociology, and I observed a class session in each discipline as well. During the interview I asked each professor preset questions and recorded their responses. As a visitor during each class session, I observed and recorded notes about content, students, professor, and class setting. As far as the observed course content, I was able to follow everything that occurred during the sociology class and understood ritual topics. In contrast, I had no understanding about cycloalkane stereoisomerization, which was the session topic in the chemistry class the day I observed. Regardless of the content, I used these two forms of data collection, interview and observation, to gain a better understanding of information transfer in sociology and chemistry. My data analysis provided me with ways in which the library could better serve those disciplines.

Investigated Disciplines - The Findings

In both interviews, I did not receive good reports of library/librarian assistance. There appears to be minimal interaction with these two disciplines and the library. Both professors did say that one of the library staff has helped their students obtain information, but other than that one individual, there is not a good rapport with the library.

Perceptions: Difficulties and Frustrations

The chemistry professor suggested that the campus library was lacking support for the science department, although strides have been made in recent months to purchase a database collectively to better serve the sciences. In addition, she hopes that there will eventually be a librarian hired who will have some science background. The sociology professor stated that his students were always able to find appropriate information to write the papers, but I found it interesting he did not put any resources on reserve himself. He noted that he occasionally has a librarian come to his class to help his students with research techniques and to become familiar with the available databases.

Both faculty members are well aware of the lack of staff at the library and in light of that their expectations are very low. Faculty members have come to rely on their own collection and departmental collections to meet the needs of their classes. They also occasionally place an interlibrary loan request or use Amazon to purchase material.

Solutions: Insight and Collaboration

Secondly, we as staff must be professional and present our professional manner. We need to educate faculty about current databases and collections, and ask what more can be done. To be taken seriously, we must be willing to step out of our comfort zone and train ourselves to interact with our clients. We are the face of the library and must be perceived as friendly and helpful to faculty and students alike.

Finally, we must make the library a welcome environment and available to the faculty by asking questions such as, “What can we do better to meet the needs of your students and your personal teaching and researching needs?” We can be asking faculty, “Where is our collection weak and what can we do collectively to help in those areas?” Overall, academic libraries need to rebuild burned bridges and freely offer our services to all faculty members and students.

Discussion and Conclusions

Information transfer in all disciplines is similar, yet different in content and format of resources. The professor attempts to find the best possible way for the students to encounter sense making throughout their course, whether they teach about society or use hands-on experiences in the laboratory. Librarians need to practice reducing the sense-making gap by providing resources for students to supplement course content and complete assignments.

Finally, I have learned there is a great deal of gray literature in the world that is asking to be tapped into. As librarians we need to make ourselves aware of gray literature and offer these resources as options for teaching and research. Librarians must stay aware of what is out there beyond book and journal, and take a little time to know and understand all resources valued by faculty and student whether librarians have labeled them white or gray.

In closing, I have included a simple example of how librarians could be involved in course preparation and instruction. As a means of helping instructor and student in the sociology course I observed, the following brief pathfinder for book resources was created.

Bibliography on the Sociological Perspective on Religion

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• Dell, D. J. (1981). Guide to Hindu religion. Boston, MA: G.K. Hall.

• Ede, D. (1983). Guide to Islam. Boston, MA: G.K. Hall.

• Elaide, M. (1991). The Eliade guide to world religions. San Francisco, CA: Harper SanFrancisco.

• Elaide, M. (Ed). (1995). The encyclopedia of religion. New York, NY: Macmillan.

• Faruqui, I. R. (1974). Historical atlas of the religions of the world. New York, NY: Macmillan.

• Hinnells, J.R. (1992). Who’s Who of World Religions. New York, NY: Penguin Books.

• Hirschfelder, A. & Moulin, P. (1992). The Encyclopedia of Native American Religions.

• Kung, H., Ess, J. V., Stietencron, H. V., & Bechert, H. (1999). Christianity and world religions: Paths of dialogue with Islam, Hinduism, and Buddhism. Maryknoll, NY: Orbis books.

• Levinson, D. (1996). Religion: A cross-cultural encyclopedia. Santa Barbara, CA: ABC-Clio.

• Mather, G. A. & Nichols, L. A. (1993). Dictionary of Cults, Sects, Religions and the Occults. Grand Rapids, MI: Zondervan.

• Melton, G. J., (1990). New Age Encyclopedia: A guide to the beliefs, concepts, terms, people and organizations. Detroit, MI: Gale Research.

• Novak, P. (1994). The world’s wisdom: Sacred texts of the world’s religions. New York, NY: HarperCollins.

• Reynolds, F. E. (1981). Guide to Buddhist religion. Boston, MA: G. K. Hall.