Abstract
This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 313-333 |
| Number of pages | 21 |
| Journal | Journal of Library Administration |
| Volume | 58 |
| Issue number | 4 |
| DOIs | |
| State | Published - May 19 2018 |
All Science Journal Classification (ASJC) codes
- Public Administration
- Library and Information Sciences
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