THE ROLE OF THE LLRC IN THE CHANGE PROCESSES

OF COLLEGE X: A STUDY

Dissertation submitted in part fulfilment of the degree of the MSc in Educational Leadership

School of EducationUniversity of Leicester

Name: Josephine V. SalibaStudent Number: 7147

Date of Submission: July 2008Word Count: 20,719

In acknowledgment of the professionalism, friendship and support of my collaborators.This work is dedicated to all friends, colleagues and close ones

who made this possible.

Abstract

College X is a state-funded further and higher education institution offering

vocational qualifications at various levels. Set up in 2000, the College seeks to

continuously transform all its organisational aspects in order to keep abreast of

unavoidable changes to the national and international scenarios.

As these changes influence the national economy, the government is addressing

the importance of vocational education and training related to current and

emergent national competences and skills, competitiveness and economic

development. The College has thus published its Strategic Plan 2007-2009 and

Master Development Brief documentation outlining how College X is intended

to become an environment where students can study and work in real or

simulated contexts helping individuals explore and develop workplace skills in

an increasingly knowledge-based economy. Autonomous and life-long learning

opportunities for staff and students are being actively promoted as increased

student participation, the development of a high quality teaching and learning

environment, the provision of a holistic education and the promotion of

education and training opportunities.

This study thus deals with the relevance of the Strategic Plans in managing this

envisioned organisational change; the importance of identifying priorities and

the climate; structure and processes which allow or inhibit collegiality; and

partnerships which ultimately need to be established in order to bring plans to

successful fruition. It takes an in-depth look at how the dynamics between the

three major organisational stakeholders, senior management, lecturing and

library staff and students, are in actual fact contributing towards the realisation

of the College vision within a specific body of the organisation, the Library and

Learning Resource Centre (LLRC).

The investigation analyses how some aspects of students’ needs are indeed being

addressed through the LLRC environment and facilities and whether the

envisioned micro-changes to learning/teaching experiences and the specific

learning/teaching environment are realistic and effective within this macro-

vision of change. Specifically, the study examines how the LLRC facilities and

services are supporting the promulgation of independent and life-long learning

and whether this is happening through collaboration with lecturing staff. It also

considers whether concrete changes are utilising Information Literacy skills to

transform students’ abilities and skills to access and use information in our

increasingly information-dependent culture. The study explores how these new

skills and teaching resources are being implemented within existent traditional

and hierarchical management set-ups and procedures and consequently whether

the envisioned change is essentially materialising.

Contents

1: Introduction

1.1 Changes within national vocational education:the experience at College X

1.2 Stakeholders within current College provision1.3 Context of the study

2: Literature Review

2.1 Identifying and managing change2.2 Change management based on theories of change2.3 Theories of change and change agents 2.4 The change process and change agent skills 2.5 Collegiality: an approach to achieving change 2.6 Lecturer-librarian collaboration:

the challenges of evolving roles2.7 Re-designing organisational structures:

The learner-centred institution2.8 Learner-centred teaching:

fostering autonomous, life-long learning2.9 Information literacy as part of a strategy for change2.10 Issues explored in the study 37

3: Research Methodology

3.1 Purpose, focus and relevance of investigation3.2 Concepts determining areas of investigation3.3 Methodologies and ethical issues3.4 Difficulties encountered

4: Analysis

4.1 Changes at College X4.2 The envisioned central role of the LLRC4.3 Processes and agents of change at College X:

putting theory into practice4.4 Change processes within the LLRC4.5 Engendering further lecturer-librarian collaboration

4.6 The role of LLRC facilities in fostering autonomous and life-long learning

5: Conclusions and Recommendations

5.1 Reconsiderations by senior management5.2 Attaining effective strategic planning5.3 Staff development and the transformation of

teaching/learning processes5.4 The learner-centred organisation5.5 Developing adaptive learning environments:

redesigning the LLRC

Appendices

Appendix A: College Strategic AimsAppendix B: Library Staff QuestionnaireAppendix C: Lecturers’ QuestionnaireAppendix D: Students’ QuestionnaireAppendix E: Library Administration - QuestionsAppendix F: Institute Administration - QuestionsAppendix G: LSU Administration - QuestionsAppendix H: SWOT Observation SheetAppendix I: Students’ Demographic Information / ChartsAppendix J: Lecturers’ Demographic Information / ChartsAppendix K: Librarians’ Demographic Information / ChartsAppendix L: Additional Interviews with Library StaffAppendix M: Student Satisfaction with Libraries / ChartAppendix N: Overall Student Satisfaction / Chart

References

1. Introduction

1.1 Changes within national vocational education: the experience at

College X

The vision of the government in setting up a leading national vocational college,

College X, mainly resulted from unavoidable changes to the national and international

scenarios. Particularly, the country’s accession to the European Union (EU) continues

to affect the country’s vocational education and training provision as new technologies

and an increasingly competitive market develop globally. As these changes influence

the national economy, the government has identified a need to emphasise the

importance of vocational education and training related to current and emergent national

competences and skills, competitiveness and economic development.

Prior to establishing College X, vocational education was fragmented and often

regarded as of relatively poorer provision compared to other tertiary, specifically

academic, education sectors. Consequently, the inauguration of the College in 2001

signified a commitment towards enhancing the quality of vocational education by

providing

“universally accessible vocational and professional education and training with an

international dimension, responsive to the needs of the individual and the

economy” (Strategic Plan, 2007, p.2, Online)

This mission statement consolidates the government’s commitment to the Lisbon

Agenda and Objectives. The College has thus become one of the protagonists

responsible for national growth within the EU, committing itself to the national effort to

become part of

‘the most dynamic and competitive knowledge-based economy in the world by

2010’ (Strategic Plan, 2007, p.8, Online).

Hence, an immediate key national objective is to create sustainable economic growth,

more and better jobs and improved social cohesion. Future development at College X is

considered intrinsic to these aims. The College Strategic Plan for 2007–2009

‘has been designed and developed to ensure synchronisation with the

Government’s drive towards better quality and accountable education and training

whilst ensuring relevance to the economy’ (Strategic Plan, 2007, p.8, Online).

Consequently, much of this document focuses on emphasising links with industrial,

business and commercial communities. The Strategic Plan specifically states that the

College is committing itself to become ‘a Centre of Excellence’ in the technology and

education sectors, focusing much energy and resources on providing

‘a quality experience for all learners’, celebrating their achievements and

‘investing in the ongoing development of its education and training provision’

(Strategic Plan, 2007, p.9, Online).

Accordingly, this necessitates that the College meets the highest standards of quality

and performance according to the Lisbon Agenda and Objectives and to the

Memorandum on Lifelong Learning of the Commission of the European Communities.

A May 2006 European Commission report stated that Malta had already achieved

substantial progress in boosting the number of young people in education and training in

the previous five years, succeeding in reducing the number of early school leavers by

almost 10 per cent. It also registered one of the highest increases in the EU in the

number of 22-year olds who continue studying after compulsory education. An

improvement was also registered in the number of adults attending some kind of

education programme from 4.5% to 5.8% (College Press Release, 2006, Online).

As the leading national vocational institution, the College targets increasing resources

and facilities to be able to accommodate up to 5,800 full-time students and over 8,000

part-time students by the academic year 2008/9. This means a 45% increase in full-time

College students and an increase of over 60% part-timers (College Press Release, 2006,

Online). Thus, during the next few years, the College Campus is to be almost

completely rebuilt, transforming it into a state-of-the-art organisation. An investment of

Lm50 million as well as substantial funding through the European Regional

Development Fund (ERDF) and the European Social Fund (ESF) will enable the

College to improve the quality of its innovative knowledge-based education

programmes (ibid.).

1.2 Stakeholders within current College provision

College X is primarily a state-funded further and higher education institution offering

vocational qualifications at various levels. At the time of research, it comprised nine

institutes employing some 400 staff providing for over 4,000 full-time and 5,000

part-time students. Certification is work-related recognised by national as well as

international vocational education bodies, such as the BTEC accreditation system.

The Strategic Plan describes the College as an environment where students can study

and work in real or simulated contexts helping individuals explore and develop

workplace skills. It envisions a College which vigorously promotes ‘an inclusive

society’ and ‘a knowledge-based economy’ (Strategic Plan, 2007, p.3, Online).

Life-long learning is actively encouraged as students advance through levels of

education and training. Placing students at the heart of its service provision, the College

aims to provide a meaningful, valid and accessible opportunity to study within

‘a clear and coherent vocational education and training framework, offering clear

progression routes from levels one to five with different entry points into the

framework and exit points to the world of work’ (ibid., p.5).

Thus, as the national leading vocational college, it plays a crucial role in ensuring that

the government’s objectives as stated in the National Action Plan for Employment

(NAPE) are achieved (Strategic Plan, 2007, p.8, Online). European membership

stresses the import of a modern knowledge-based economy.

Consequently, the government’s and the College’s senior management team stance is

that the new Strategic Plan should also take every care of the professional development

of its students and staff.

A synthesised analysis of the Strategic Aims listed in this document (Appendix A)

indicates that senior stakeholders are envisioning a ‘flexible and responsive’ innovative

provision presenting ‘no barriers’ and providing ‘tangible and measurable support’ for

all students and workers within the organisation (Strategic Plan, 2007, pp.5,11, Online).

These aims formulate a College education experience that should be ‘meaningful’ and ‘a

credible alternative to university education without the duplication of provision or

wasteful competition’, offering ‘second chances to those who have not realized their full

potential’ (Strategic Plan, 2007, p.5, Online). They emphasise increasing student

participation, developing a high quality teaching and learning environment, providing a

holistic education focusing on entrepreneurial skills and generally promoting education

and training opportunities for students both locally as well as internationally

(ibid., p11). Such intentions are laudable yet essentially put the onus of responsibility

on another major stakeholder; mainstream and learning support educational

professionals as well as librarians.

The document expresses senior management’s indubitable commitment to change. The

measures conceived to increase students’ progress and participation within the economy

acknowledge the need for re-training and re-skilling opportunities vis-à-vis new and

changing employment requirements.

They emphasise effective and efficient resource management to forge local and

international links and collaborations benefiting students. Interestingly, however, only

one of twelve Strategic Aims specifically targets the commitment to continuous staff

professional development.

Another separate aim describes the expansion of College buildings and services ‘to

facilitate the effective delivery of programmes’ (Strategic Plan, 2007, p.11, Online). As

from 2000, the College has grown rapidly in physical size, resources, facilities and

spaces, with significant financial investment budgeted to implement the expected

reforms and raise the status of Maltese vocational education and training. It now aims

to become an authentic Community College, attracting more students and workers and

forging solid partnerships with local and international educational

institutions and industries.

This study attempts to take an in-depth look at how the dynamics between the three

major stakeholders, senior management, lecturing and library staff and students, are in

actual fact contributing towards the realisation of this vision. It investigates particular

student and staff interactions within a defined scenario, that of the Library and Learning

Resource Centre (LLRC). It examines the learning/teaching experience and the specific

learning/teaching environment to see how these are being developed

and supported in actuality.

1.3 Context of the study

Developing countries are changing fast whilst trying to balance the particular

requirements of the economy and its workforce. Their educational entities operate

under especially constant goal-oriented pressure. This study deals with changes that

may occur when one area of an educational organisation, the LLRC, is envisaged as

being part of an organisation-wide drive for change.

The Literature Review departs from the premise that organisational change is

unavoidable and a constant reality. It discusses how various stakeholders and interested

groups may manage change according to their needs or particular stances. The

relevance of strategic plans in managing change; the importance of identifying priorities

and the climate; structure and processes which allow or inhibit collegiality; and

partnerships which ultimately need to be established in order to bring plans to

successful fruition are also discussed.

Competing priorities can influence or modify the set criteria for the kind of change

desired. Actual change is subject to change processes, depending on the stakeholders or

change agents involved. Opportunities for reflection, discussion and envisaged benefits

may be hampered by imposed limitations, pre-formulated decisions or even outright

resistance to change. Financial, technical or human resource availability may also

impinge on the attainability of set goals, whether short- or long-term. This study thus

takes into consideration a number of change theories that might be pertinent

when seeking to bring about change.

The experience of change may be coloured by the expectations, fears and interests of

various participants. Change agents’ skills are crucial when working and dealing with

existing power structures especially under fast changing circumstances. Uncertainty

may result when change is negatively viewed as being removed from the reality of the

teaching/learning environment. Certain members within an organisation might feel

threatened or powerless; others might self-seek rewards or prestige. It is therefore

argued that change agents, whatever their stance, should seek instances of collaboration

and co-operation, opting for managed collegiality models of communication that allow

reflective practice at all organisational levels. Concerns over changing professional

roles could sabotage such efforts towards collaboration. Nevertheless, the creation of a

learning organisation in which stakeholders can understand and support each other

better may facilitate a greater degree of incremental change.

This study explores various issues concerning the evolution of modern learning

organisations. Such organisations are increasingly viewed as having great potential

benefits for students within the system as they tend to promote learner-centred teaching.

Students may learn better through various collaborative approaches but for this to occur

appropriate organisational structures need to be operational. The research investigates

whether there are enough instances of collaboration between different education

professionals; teaching staff, learning support staff and librarians. Since learning

support professionals tend to be in closer contact with students, the main stakeholders

investigated within the study are mainstream as well as support service

lecturing staff together with librarians.

The study examines the culture, environment, values and expectations within which

these members operate. Specifically, it explores the dynamics between these

professionals and students, focusing on how the promotion of autonomous and life-long

learning skills can transform them into the change agents of their students’ learning

experience. The wider background of organisation-wide change that is currently being

advocated and implemented by senior management is also considered. The study seeks

to analyse whether there exist obstacles in members’ efforts towards collaboration such

as lack of technical knowledge, fears about moving away from traditional styles of

teaching and the restrictions of a possibly top-down drive for

change by senior management.

The study thus departs from a document analysis of the recently published Strategic

Plan, focusing on the perceived need for greater collaboration between major

stakeholders required to place students at the heart of the envisioned changes. It also

investigates whether this general aim could be facilitated through the teaching of

pertinent information literacy (IL) skills that would specifically develop the more

general aims of enhancing students’ autonomous and life-long learning skills. To this

end, the study not only seeks to understand the human resource dynamics within the

organisation but also considers the effectiveness of modern technical resources in which

it is investing with the intention of placing the College at the

forefront of education innovation.

In summation, this study investigates how some aspects of students’ needs are indeed

being addressed through the LLRC environment and facilities and whether the entailed

micro-changes to pedagogy and learning styles are effective within this macro-vision of

change. Specifically, the study examines how the LLRC facilities and services are

supporting the promulgation of independent and life-long learning and whether this is

happening through collaboration with lecturing staff. It also considers whether concrete

changes are utilising IL skills to transform students’ abilities and skills to access and use

information in our increasingly information-dependent culture. The study explores how

these new skills and teaching resources are being implemented within existent

traditional and hierarchical management set-ups and procedures and consequently

whether the envisioned change is essentially materialising.

2. Literature Review

2.1 Identifying and managing change

Change is a crucial part of educational management and leadership processes.

Analysing the management of strategic change, Bush and Coleman conclude that these

change processes are ‘unavoidable’ and ‘an ever-present reality’

(Bush and Coleman, 2000, p.77).

‘The obligation to change originates from multiple sources, including new

legislation, inspection, pressures from staff, parents and students, new technology

developments, all in the context of the need to survive in an increasingly

competitive environment’ (Lumby, 1998, in Middlewood and

Lumby, 1998, p.191).

Bush and Coleman (2000) comprehensively describe how the increased pace of

legislative change in many countries is leading governments to harness education

institutions in a drive for further economic growth. Strategic plans hence risk being

formulated on assumptions that all stakeholders possess shared values, cultures and

understanding of the proposed changes and that outcomes are guaranteed and

unproblematic since the plan states how these should come about through what the

authors term ‘clear, sequential logic, each element being contingent on the one

preceding it’ (Bush and Coleman, 2000, p.76).

Managing change, however, involves more than formulating a plan as ‘…having a plan

is no guarantee of successfully managing educational change’ (Hutchinson, 1993, p.7).

Planning is often regarded as a ‘panacea’ (Bush and Coleman, 2000, p.76) but indeed

for many institutions the experience of change has been often harsh.

‘The experience of change has accrued negative connotations for many, who

recognise that it is often played out symbolically, with micro-factors indicating

macro-failure’ (Middlewood and Lumby, 1998, p.191).

The interplay between externally imposed and/or internally generated innovations may

create resistance as different stakeholders take their individual stances. Such political

mechanisms may in their own turn be counter-productive to the establishment of

genuine collegial processes. Therefore,

‘Leaders need to establish the climate, the structures and the processes to enable

new ideas to be forged, tested and implemented for the benefit of pupils and

students. They also need to be able to adjudicate between competing priorities

and to determine whether and how to resource new initiatives’

(Bush and Coleman, 2000, p.77).

Successful changes in education ‘take time’, require effective management and should

also be ‘consistent with the priorities identified through strategic planning’

(Bush and Coleman, 2000, p.77).

Defining success criteria for change is thus imperative if somewhat complex. Strategic

plans often reflect how practitioners believe individual, intergroup, and organisational

change should happen and, specifically, how their actions will produce positive results.

Accordingly, to achieve successful ends, theories and concepts of programme evaluation

may prove to be of help and guidance.

2.2 Change management based on theories of change

Differing philosophies, concepts and assumptions try defining theories of change.

Although change management is not an exact science, various theories contend that

change is a real phenomenon that can be observed and analysed through various steps

and phases (Kritsonis, 2005).

‘Most theories of change refer to the causal processes through which change

comes about as a result of planned strategies and action’ (Shapiro, 2005, Online).

Successful change may not be dependent on or exclusive to one type of theory.

Different change theories may be used concurrently, providing a comparative analysis

of the situation. Shapiro states that theories should ideally stimulate reflection and

discussion about different priorities, validating and valuing the potential benefits of

diverse approaches (Shapiro, 2005, Online). Rigid approaches or theories limiting plans

or supporting pre-formulated decisions or blocking alternative ideas are

counter-productive (ibid.).

Change theories should instead serve as guidelines, helping identify specific problems

to be addressed, the desired short, intermediate and long term goals and the processes

through which change is planned to occur. Acting as the means and not the ends,

theories should prioritise the specific needs and desires of concerned stakeholders in an

effort to link individual, intergroup, structural and organisational requirements. Long-

term success and management plans ought to be encouraged and facilitated with change

strategies being continually reviewed to provide fresh insights

into organisational processes.

‘Theories of change can be applied both prospectively as part of planning and

retrospectively as part of evaluative processes’ (Shapiro, 2005, Online).

Therefore, any plan for change must delineate concrete desired outcomes basing itself

on realistic financial, technical, political, institutional and human resources. Any

progress should be applicable to the situation and able to be measured. Shapiro

concludes that successful change management based on change theories needs to be

plausible, practical and testable and whatever the change strategy adopted, original

theories should not limit the freedom of decision-making and experimentation but

reflect an integrated approach towards research, theory and practice

(Shapiro, 2005, Online).

2.3 Theories of change and change agents

Some theories consulted during this study include Lewin’s Three-Step Change Theory,

Lippitt’s Phases of Change Theory, Prochaska and DiClemente’s Cyclical Model, social

learning / social cognitive theories and The Theory of Reasoned Action and Planned

Behaviour. Essentially, these theories describe how changing individual players

can inhibit or encourage change.

Lewin (in Kritsonis, 2005) states that the first necessary step towards change is

overcoming the strains of individual resistance and group conformity. Later, employees

should be persuaded that the status quo is insufficient to their needs and desires and that

working from a fresh perspective in a collaborative team led by competent and powerful

leaders could effectively bring about and support change and regeneration

(Kritsonis, 2005; Schein, 2006, Online).

This theory emphasises effective leadership. When interpreting and applying this

theory within hierarchical organisational set-ups the processes of consultation and

collaboration are visualised as one force overcoming opposing set of forces. Schein

(2006) subsequently developed this theory, describing how to teach people to manage

planned change whilst respecting culture, values and tradition so that employees

actively participate in the envisioned change (Schein, 2006, Online). Quoting

Hirschhorn (1988), Argyris (1990) and Isaacs (1993), Schein states that active

involvement, dialogue, collaboration and reflection are essential. When practised

through the parameters of Lewin’s model, change is thus better defined as learning.

Participants in a democratic organisational set-up still require effective leaders to

manage change effectively. Lippitt, Watson, and Westley (1958, pp.58-59, quoted in

Kritsonis, 2005, pp.2-3) focused on the role and responsibility of individuals facilitating

change. Emphasising that information is continuously exchanged throughout the

process of change, the authors describe how ‘change agents’ should be highly

committed to change, having the power and stamina to diagnose problems and assess

the motivation and capacity for change in their teams.

These abilities crucially depend on change agents’ skills. Change agents should be

selected and clearly understood by all parties so that expectations are clear, facilitating

communication, feedback and group coordination and avoiding the promulgation of

hierarchical processes. Lippitt’s theory also presumes that change agents should

gradually withdraw from their role as change becomes part of the organisational culture

(Lippitt, Watson, Westley, 1958, Online). Owned decisions lead to more successful

subsequent changes as staff react to change better if they realise it affects other

departments and not just their own. (ibid.).

Lippitt’s theory can transform higher education institutions should management thus

root successful change within the organisation, facilitating the spread of change all over

the various departments. Prochaska and DiClemente’s cyclical model refines this

‘rooting’ concept by developing Schein’s theory that people learn through active

involvement, dialogue, collaboration and reflection, changing behaviour in stages.

‘This theory takes relapses or failures to convert to the desired behaviour the first

time into account’ (Kritsonis 2005, p.6).

Change agents thus need to take into consideration that individuals can contemplate

change but have the ability and freedom to choose not to change. However, the model

presumes this choice is part of the learning process, and that most people learn from and

act on their experiences. Ajzen and Fishbein’s Theory of Reasoned Action and Planned

Behaviour, which discusses deliberate and planned behaviour, also proposes that

individuals have perceived control over the opportunities, resources, and skills

necessary to perform the desired behaviour (Kritsonis 2005 and Ajzen and Fishbein,

1980, Online). Bandura (1989) describes how a person is further motivated to change

beliefs and attitudes through the interplay of self-belief and self-efficacy with perceived

incentives and consequences in the immediate and long-term future. Social learning or

social cognitive theories also advocate that individuals learn by direct experiences,

human dialogue and interaction, and observation (Kritsonis 2005, p.4).

Thus, in contemplating action for effective change, change agents need to take such

factors governing individual behaviour into consideration if their team leadership is lead

to effective strategic organisational change. Moreover, change managers should provide

clear instructions, provide the opportunity for skill development or training, and model

the desired behaviour so that expected outcomes are better defined (Kritsonis, ibid.).

Observations can produce both negative and positive results so effective modelling that

evokes trust, admiration and respect and that teaches general rules and strategies for

dealing with different situations is essential (Bandura, 1988

and Kritsonis, 2005).

2.4 The change process and change agent skills

A change agent is someone who deliberately tries to bring about changes or innovations

(Havelock and Zlotolow, 1995). Although this is not easy, Sullivan and Decker (1997,

Online) identified several practices which successful change agents need to master. In

summary, they stated that a change agent should be able to merge various ideas from

different sources. The ability to energise and motivate others through effective people

skills and interpersonal communications is paramount. Group management and

problem-solving skills as well as ‘the ability to retain a big-picture focus while dealing

with each part of the system’ is also important as is a flexible approach and a

willingness to adapt approaches. An effective change agent will also resist change for

change’s sake which will not produce tangible results. The role requires:

‘confidence and the tendency not to be easily discouraged; realistic thinking;

trustworthiness and a track record of integrity and success with other changes; and

ability to handle resistance’ (Sullivan & Decker, 1997, Online).

Change agents can operate within different change scenarios. Hohn (1998, Online)

identifies four: change by exception, incremental change, pendulum change, and

paradigm change. Change by exception occurs when an individual makes an exception

to an existing belief system. When change happens so gradually that an individual is

not aware of it, it is incremental. Changes that result in extreme exchanges of points of

view are considered pendulum changes. Paradigm change is when individuals or

organisations have a fundamental rethinking of premises and suppositions leading to

altered assumptions, beliefs, and values (Imel, 2000, Online).

Imel (2000, ibid.) states that ‘in facilitating change, a key element is understanding the

existing power structure’ and that

‘this facet of the change process includes understanding the social, organisational,

and political identities and interests of those involved; focusing on what really

matters instead of getting caught up in peripheral issues; assessing the agendas of

all concerned; and planning for action’ (Imel, 2000, Online).

The author adds that a change agent needs to take all this into consideration to ‘decide

on the prudence or wisdom of taking action’ (Imel, 2000, ibid.).

This is especially pertinent to educational strategic change management. Lumby says

‘the nature of teaching impacts on both the individual teachers and their engagement

with change’ because they ‘face genuine difficulties in summoning the time and energy

to think and plan long term’ (Lumby in Middlewood and Lumby, 1998, p.193). In

today’s goal-oriented educational institutions, especially in fast changing developing

countries, this applies to all people working in an educationalist capacity.

Marris (1993) states that educators

‘have little part in the decisions which determine the policy of the organisation;

but collectively, they have great power to subvert, constrain or ignore changes

they do not accept, because after all, they do the work’ (Marris, 1993, p.220

quoted in Middlewood and Lumby, 1998, p.193).

Wallace (1991) identified other obstacles to the process of strategic change, observing

that professionals in educational fields were being faced with fast-changing

environments. These present them with ever-changing priorities, goals and issues that

are difficult to deal with in short time-spans. External innovations or demands from

other stakeholders create uncertainty and crises making proposed innovations less clear

and valid. Moreover, increased pressure to perform is countered with difficulty in

securing the necessary resources. The degree of control by senior management, lack of

time for maintaining existing programmes whilst introducing new changes as well as

limited evaluation of progress have often hindered

effective planning of strategic change.

This process is typical of a top-down structural re-organisation that is however often

favoured by educational institutions. To an extent,

‘a top-down, speedy process of planning and implementation appears to have

brought the required changes, though no evidence is presented as to their long-

term stability’ (Lumby 1998, p.195).

Lumby stresses that this appears more so when changes are instigated by leaders

wielding significant power backed by staff that stand to benefit within this new

structure. Yet, if the changes are not embraced by the majority of their colleagues and if

they are seen to be far-removed from the reality of the classroom,

such plans will be resisted all the more.

Making people feel threatened, powerless, incompetent and uncertain as to how changes

will affect them and their perceived rewards, reputation or prestige usually leads to

understandable, albeit sometimes seemingly illogical, resistance (Lumby 1998, Ansoff

and McDonnell, 1990).

2.5 Collegiality: an approach to achieving change

Collegiality is considered the converse of hierarchical, bureaucratic systems allowing

professionals to ‘confer’ and ‘collaborate’ (Smyth, 1991, in Brundrett, 1998, p.305).

Collegiality can be summarised as a common set of values developed from training and

professional socialising leading to shared aims based on the authority of expertise

possessed by teachers both as subject specialists and competent educational

professionals enabling discussion leading to consensus (Bush, 2002).

Research indicates that collegiality is increasingly perceived as the most effective way

of achieving strategic change since it is based on principles of increased ownership,

participation, accountability and a shift of power. Collegial organisational systems

allow for democratic participation and lateral relationships, factors which are deemed

crucial to effective strategic change.

Bezzina (1999) describes the national Maltese educational system as still highly

centralised, operating through bureaucratic and hierarchical systems of management.

He terms this ‘a dependency culture’ necessitating the re-definition of leadership,

organisational structures, culture and management practice.

“Organisations …face adaptive changes. Changes require that we clarify our

values, develop new strategies, new ways of thinking and learning.”

(Bezzina, 1999, p.54).

Saeed (1996) believes that collegial systems in developing countries need to beware

systems that ‘fuel bureaucratisation’ and that suppress ‘professional autonomy,

innovativeness and self-actualisation behaviour’ (Saeed, 1996, p.75). His system

dynamics method suggests various points of intervention by a referent power into an

organisation’s decision processes which would maintain ‘professional health’ in

collegial systems (ibid.)

Cardno (1998) describes ‘managed collaboration’ as a balanced approach between the

extremes of ‘pure collegiality’ and ‘restricted collegiality’. Here

‘the leader is required to make several decisions about managing the collaborative

process itself before engaging others in the partnership’ (Cardno in Middlewood

and Lumby, 1998, p.106).

Cardno emphasises that this eventual partnership would accordingly need to be based

on ‘jurisdiction, relevance and expertise’ (ibid., p.112). This consequently necessitates

professional growth and development.

Smyth (1996) however believes popular phrases like ‘collaboration’, ‘continuous

learning cultures’, ‘teachers-as-learners’ may simply be

‘more subtle systems of control over the new democratic models of evaluation,

making way to more palatable managerial systems disguised as participative

models’ (Smyth, 1996, p.187).

Quoting Haughey et. al (1993), Smyth asserts

‘teachers are more favourably disposed… towards models that respect them as

competent professionals, that allow them to identify professional goals, that are

based on trusting relationships, and that make provision to construct a continuous

learning culture in their school’ (Smyth, 1996, p.185).

The author thus advocates the ‘labour process theory’ espoused by Sayer (1986) and

Conti and Warner (1993) as a possibly alternative systems policy promoting an

environment where team members feel free to question basic assumptions about the

processes governing their organisation and their socio-cultural environment thus

collaborating and engaging more actively in decision-making and management;

an environment where

‘the reflective practitioner can harness the principles of practicality, collegiality

and reflection as a basis for professional development’ (Hargreaves and Dawe,

1990, pp.229- 30).

The ‘learning organisation’ may plan with greater efficiency and success its existing

programme of development and change, making changes actually work (Hargreaves and

Hopkins, 1991, p.26, in Hopkins et. al., 1994, p.186). Consequently, daily open

communication should be prioritised to strengthen partnerships, set long-term vision

and manageable short-term goals, co-ordinate and control the pace of change and

development and promote innovation to create a quality-based professional

development based on collegial approaches (Hargreaves and Hopkins, 1991; Hopkins et

al, 1994). Departing from the belief that partial success is indeed better than no change

at all, Lumby declares that that in view of the impossibility of total consensus, having a

‘proportion of staff’ supporting each other will reduce resistance to change by

‘incremental steps’ (Lumby, 1998, p.200).

‘The adaptive approach to strategic change achieves the major by minor

adjustments, indirect approaches and political intelligence’ (Lumby, 1998, p.200).

2.6 Lecturer-librarian collaboration: the challenges of evolving roles

Academic librarians are increasingly infiltrating the teaching arena, integrating IL and

usership skills into the curriculum and finding themselves in a leadership role on

campus. Layzell Ward (1999) argues that changes should not only target the growth of

hybrid libraries where a mix of traditional print material such as books and magazines,

as well as electronic based material such as downloadable audio books, electronic

journals and e-books can be found. More importantly, academic libraries now require

hybrid librarians to adapt swiftly to the new learning environment.

Pinfield (2001) states that developing hybrid libraries requires staff to work in

partnership with academic colleagues and that partnerships with other support services

are crucial. Librarians are increasingly having a vital role to play in working with

academics in promoting learning. Librarians should thus ensure their input into

learning, teaching and research strategies. Nevertheless, the involvement of librarians

in learning and teaching issues requires strong communication and liaison mechanisms

as such professional collaboration may produce anxieties and problems.

Concurrent changes to established practices and cultural traditions also affect academic

staff. Brown and Currier (2001) declare that resistance to change in teaching methods is

a reaction to change, although support staff are usually more alert to developments. The

authors state that often many academics appear unhappy with the involvement of

librarians, information and other support staff in the provision of course materials, and

that their status is often viewed as inferior. Concerns over the changing roles and

dynamics between academic, IT, library and support staff could sabotage efforts towards

collaboration and communication at all professional levels. Adequate training and staff

development may counter such concerns. Issues pertaining greater acceptance of the

key role of library and support staff, their increased involvement in institutional

structures and the development of their para-academic role in user education and

training may also need to be considered.

Brown and Currier (2001) additionally consider librarians’ need for further training and

development in technological skills, uses of IT based resources and people-skills such

as customer care, communications, team working as well as pedagogy. Library staff

may feel confused or threatened as learner skills develop exhibiting new demands in the

search for quality learning materials as this effectively increases demands on them.

Training is relevant in view of librarians’ increased responsibilities within

metamorphosing technologically based environments to which younger generations are

more comfortable and accustomed.

The authors adjoin that resistance may usually be broadly identified across all

spectrums of teaching faculties wherever there is a lack of technical knowledge,

recognition, incentives and clear IT policies at institutional level, as well as negative

perceptions of moving away from traditional styles of teaching. To enhance the

learning experience, the approach to new pedagogies must not be imposed on teaching

staff, nor must established teaching methods be influenced by the perceived superiority

of new technologies. Staff should be allowed to identify their preferred methodology as

any learning technology that is not properly integrated into course work is unlikely to be

well received by learners (Brown and Currier, 2001).

2.7 Re-designing organisational structures: the learner-centred institution

Brown and Currier (2001) declare that within the higher education sector, the

environment most prone to technology dictating change is in fact library and

information services. Yet, little has been specifically written about the integration of

library resources and services related to institutional changes within higher education,

particularly in the areas of technology and learning. Nonetheless, in the UK, a number

of JISC eLib Programme funded hybrid library centred projects focusing on designing

and implementing more learner-centred, technologically advanced educational

situations highlighted certain change issues: re-designing physical spaces; investing in

new technology; and, retraining senior management whilst offering staff development

opportunities in order to create a more collaborative environment where various

pedagogies and learner needs are suitably addressed (JISC, 2001, Online).

Dimmock (2000) states that learning-centred schools make their facilities, including

libraries and computers, as easily accessible as possible. Library and learning centre

facilities housing virtual learning environments, from managed learning environments

to computer-controlled simulations, may also help students understand real workplace

situations. Conjoining learner needs and support for the learning process with

computer-aided learning environments and resources can also be effective. Although

tutor-directed control may vary, teacher-learner and learner-learner

interactions can be facilitated.

Essentially, learner-centred schools design appropriate organisational structures that

offer an effective delivery integrating the configuration of core technology with

informed curriculum, teaching and learning practice (Dimmock, 2000). Murphy (1991,

in Dimmock, 2000) suggests which conceptual and ideological principles of core

technology ought to guide the design of structural characteristics in a re-designed school

as opposed to a traditionally bureaucratic school. These principles include outcome-

based learning, developmentally-paced learning and the individualisation and

personalisation of learning (Murphy, 1991, ibid.).

Murphy (1991, ibid.) also states that quality schools realise that flexible structures need

to be created, accepted, workable and regularly reviewed in order to create effective

quality teaching and student learning. The author adds that increasingly, such new

conceptions of learning and teaching involving higher-order thinking skills, render the

standard lesson set-up obsolete and inadequate. Martinez and Munday (1998, in Briggs

and Sommefeldt, 2002, p.56) propose that students work better in contexts of purposeful

socialisation and of collaborative approaches to learning matched with stimulating and

interesting learning opportunities. According to Dimmock (2000), implementing new

conceptions of curriculum, teaching and learning can also be aided or hindered by the

architectural design of school facilities. Consequently, learning and change theories

should play an important role when adopting particular teaching methodologies, in

designing learning environments and in ascertaining the range of available and desired

resources, even when re-defining library services.

2.8 Learner-centred teaching: fostering autonomous, life-long learning

Various literature describes the effects of change on the process of learning. Mezirow

(1991, Online) refers to transformative learning. This allows questioning and self-

reflection to assess beliefs, goals and the results of changing approaches to work

(Richardson 1998). Other theories mentioned here, such as Lippitt’s and Schon’s, are

often referred to within theories of adaptive education when discussing how the

modification of learning environments may effectively address student

differences enhancing learning abilities through such environments.

Teaching professionals acting as change agents have a responsibility to help learners

‘become critically reflective and to think of themselves as individuals who are

capable of taking action and changing the world’ (Brookfield, 1995, Online).

Yet not all educators are comfortable acting as change agents (Tisdell, Hanley, and

Taylor, 2000, Online). Nevertheless,

‘helping students to learn how to learn is increasingly being prioritised in higher

and adult education institutions’ (Temple, 1991 in Lumby, 2001, p.122).

Thus, concepts of autonomous learning seem to be increasingly gaining ground in

educational organisations.

‘As the means of studying have augmented through new technology, and as the

speed of change in business and industry and society generally has increased, staff

have recognised the imperative to help students respond by becoming effective

autonomous learners who can use a range of resources throughout their lives to

continue to increase their knowledge, understanding and skills’

(Lumby, 2001, p.122).

For the education professional, to meet the learning needs of every student is an

unattainable ideal. However, encouraging access to different learning resources and

encouraging investigative and reference skills, amongst other initiatives, can foster

autonomous and life-long learning.

‘One role of the educator is to create a culture which harnesses the positive

elements and removes or lessens the effect of those which inhibit’

(Middlewood and Burton, 2001, pp.175-6).

The learner-centred approach is thus now widely understood to be part of a balanced

programme. Thomas (1995, p.1 in Lumby, 2001, p.123) describes how educators

adopting such an approach view the learning process in context; identify learners’ needs

within that context; respond to learners’ capabilities, expectations and uncertainties;

take into account a number of learning variables that address the purpose of learning,

such as available technology, sources of expertise, funding; and, have the ability and

willingness to perpetuate this course of action.

Lumby (2001) states that although this process is perceived as more demanding and

time-consuming, the partnership between educator and student is considered to benefit

albeit issues of costs and funding remain contentious. Flexible learning is seen to be a

workable compromise of how learning can be managed as ‘new ideas, new procedures

and new media appear’ (Gillham, 1995, p.54, in Lumby, 2001, p.125). Lumby (2001)

declares that educators can thus encourage autonomous/independent learning without

neglecting their professional responsibilities or losing the personal contact

with their students.

Race (1994) identified independent learning as a process in which a person wants to

learn, learns by doing, learns from feedback, and digests what has been learnt.

‘Through this process, students can develop into individuals with self-respect,

self-direction and self-determination, and be better able to effectively participate

in society and interact reflectively with rapid social change’

(Kesten, 1987 quoted Online).

For independent learning to take place, learners must learn at their own pace, at times

and places of their own choosing and in collaboration with others while feeling in

control of their learning.

In synthesis, educators can foster independent learning by:

‘using a variety of ways to gain understanding of their students' abilities, needs

and interests; making education relevant to students' needs and interests; teaching

and modelling independent learning skills; providing students with choice in

assignments and topics within a range of choices; increasing students'

responsibility for decision making in the independent learning process; and,

utilising collaborative instructional techniques’ (Kesten, 1987 quoted Online).

Learning to learn autonomously is increasingly being considered as essential for life-

long motivation and growth. Jarvis (1995) defines lifelong education as

‘any planned series of incidents, having a humanistic basis, directed towards the

participant’s learning and understanding that may occur at any stage in the

lifespan’ (Jarvis, 1995, p.25).

The author states that while lifelong learning has only recently been espoused by the

United Nations Educational, Scientific and Cultural Organization (UNESCO), it is not a

new concept, having been advocated by educators such as Dewey (1916), Smith (1919)

and Yeaxlee (1929) (Jarvis, 1995, pp.23-4). The Organisation for Economic Co-

operation and Development (OECD) has also commissioned studies

and reports in the field.

Independent and lifelong learning are two concepts based on and categorised within

wider learning theory frameworks, such as those of behaviourism, cognitivism,

constructivism and informal and post-modern theories. Jarvis (1995), quoting various

theories, identifies the conditions of adult learning and specifically highlights reflection

and experiential learning. Lumby (2001) agrees that this is especially relevant in

vocational education. Both authors concur that as scientific and technical progress in

our information-dependent society prioritise the acquisition of flexible knowledge and

skills, it is imperative that learners obtain essential information literacy skills necessary

to facilitate their autonomous and lifelong learning potential.

2.9 Information literacy as part of a strategy for change

Research shows that more student involvement and greater understanding of the

perceptual worlds of students bring about pedagogical implications that would be

greatly facilitated by the introduction of IL within the curriculum. In arguing for

changes to traditional educational systems, Breivik (1998) emphasises the need to move

away from pre-packaged information for learners and the relevance in adopting IL skills

to facilitate active learning. The author states that the ideal learner-centred curriculum

should include three critical elements of learning to be information literate:

experiencing IL through learning; reflection on experience thus being aware of learning;

and application of experience to novel contexts, the transfer of learning (Breivik, 1998).

IL is emerging as an essential literacy skill, especially in vocational and lifelong

education. Bruce and Candy (2000) highlight the nature and relevance of IL in the

modern world and in the ever-changing workplace.

‘It enables learners to achieve both personal empowerment and economic

development’ (Bruce, 2002, p.1).

At all levels, strategic changes involving IL initiatives can contribute towards advancing

critical enquiry and self directed learning as well as establishing a basis for broader

lifelong learning processes. Successful IL programmes do not only focus on teaching

information and communication technology (ICT) skills; they focus on designing

learning experiences that require the use of information skills. Summarising Bruce’s

suggestions, an IL programme should include:

i. a resource base that facilitates and supports necessary IL skills, e.g. Web-based

information skills enhancement packages and other point of need, or self paced

instruction;

ii. curriculum integration that provides the opportunity to learn specific skills,

either early in a course or at point of need, (from self-paced packages, peers,

lecturers and librarians);

iii. a curriculum that requires engagement in learning activities that need ongoing

interaction with the information environment thus embedding IL within the

curriculum;

iv. a curriculum that provides embedded opportunities for reflection and

documentation of learning about effective information practices (Bruce, 2002).

Bruce (2002) insists staff training should be prominent when establishing IL

programmes on an organisational basis. Access to IT expertise as well as familiarity

with learning theory and broader curriculum issues should develop concurrently.

Partnerships between key personnel are crucial for the implementation of an IL

education. Staff development ought to forge a most fundamental partnership;

collaboration between teachers, librarians/information specialists and students based on

the changing roles of both librarians and teachers into facilitators of learning. A

strongly endorsed partnership policy is the creation of teacher-librarians in educational

establishments as this role has been shown to be very important for building IL into

curriculum in both developed and underdeveloped regions.

Green and Bowser (2003) outline how the collaborations between academic faculty

members and librarians can be divided into two categories.

i. The collegial model formed by teaching faculty and library staff.

Responsibilities such as library collection development, bibliographic

instruction, initiatives promoting IL, and academic curricula development are

shared by teaching faculty and librarians to ensure academic quality. Bruce

(2002) identified several additional dimensions to faculty-librarian

collaborations, such as partnerships in policy development, research projects,

higher degree supervision, and academic development.

ii. The team approach to course instruction. In this model, a member of the

teaching faculty and an instruction librarian collaborate to teach a significant

portion or all of an academic course. This creates a teaching format that allows

repetitive introduction of research concepts and facilitates the advancement of

student skills to a more sophisticated level thus improving the quality

of student projects.

Hence, the inclusion of IL into a strategic plan for institutional change may lend itself to

partnership approaches, not only benefiting the learner, but also the reflective

practitioner. Nevertheless, as Silcock and Brundrett (2001) explain, practising

partnership policies involves an amount of negotiation in seeking to establish

democratic courses of action.

‘Discussion, debate, co-operation and collaboration, compromise, and the

pragmatic resolving of disagreements arising between individual students and

groups, and between students and those more formally responsible for making

managerial decisions, are cornerstones of partnership activities’ (Silcock and

Brundrett, 2001, in Middlewood and Burton, 2001, p. 44).

Including IL within strategic curricular planning highlights issues of effective strategic

planning for change as discussed in this chapter. At the institutional level, policies

would need to support IL education in order to support or facilitate a flow into staff

development and curriculum initiatives.

In choosing the right approach to meet user needs, more forward thinking leadership

from senior management is required, particularly in implementing the correct standards

to suit institutional needs and providing motivation and encouragement for staff.

Strong leadership, long term strategic planning and support from educational leaders

such as principals and directors would thus be required. However, responsibilities

should be shared within strategic partnerships operating at various levels, including

curriculum design, policy development, staff development, and research and classroom

teaching. Sensitivity to issues of collegiality, dialogue, ownership and shared visions

and culture become paramount. The inclusion of IL thus not only addresses certain

objectives listed in the College’s Strategic Plan, but is also enmeshed with current issues

of micro and macro organisational changes.

2.10 Issues explored in the study

The College’s Strategic Plan details that, as part of the effort towards achieving a

learning organisation, technologically-based programmes should prepare students to

face a knowledge-based economy. Endorsing Eskola’s (1998) ‘dynamic conception of

knowledge’, the advocated pedagogies emphasise skills and values deemed necessary to

modify attitudes and behaviours through study and experience. The acquisition of life-

long and independent learning is thus stressed.

These aims require support and reinforcement, highlighting the role of College lecturing

staff. Innovative teaching methodologies that shift teaching and learning beyond the

traditional direct-imparted knowledge methods should also acknowledge the pivotal role

of the library services. Significantly, the Strategic Plan pledges continuous professional

development to better facilitate teaching/learning methodologies. Apart from human

resources, other significant investments are intended to consolidate existing facilities

and services as well as expand and develop the physical infrastructure to house more

students and necessary ancillary equipment.

This study investigates aspects of this changing environment, namely senior

management’s (i) commitment to provide a safe, welcoming, friendly, client focused

and high quality teaching and learning environment and (ii) its intention to expand and

build the College’s infrastructure and services to facilitate the effective delivery of

programmes. In particular, it focuses on a pivotal infrastructural development and a

major capital investment project for the academic year 2003-2004, the new Library and

Learning Resource Centre (LLRC) and its subsidiary services.

The College’s belief in libraries as promoters of independent and lifelong learning is the

premise of this study. Indeed, heavy investments are being poured into the physical

resources of the LLRC facilities on main Campus and at its satellite libraries. This

visibly emphasises the apparent importance assigned to the library services’ function. It

is also envisaged that the LLRC, its librarians and the support staff of the attached

Learning Support Unit (LSU) will have a prominent part in the envisaged pedagogical

changes.

This study thus attempts to identify and investigate the changes occurring within the

LLRC taking into consideration the LSU, a separate entity housed within. In

investigating the proposed changes, the research analyses the implications of the

Strategic Plan: how new policies will affect the wider organisational and curricular

frameworks within which the LLRC/LSU operate thus impacting on information

management policies and strategies; how new policies will affect the dynamics between

the LLRC/LSU and the wider organisation; and, how this could subsequently impact

information management and teaching/learning polices and strategies.

The impact of re-designing and redefining the LLRC/LSU is studied in an attempt to

identify whether the proposed changes will actually lead to greater learner-centred

pedagogies. Change processes are observed and the evolving roles of librarians,

lecturers and learning support educators as change agents are considered. Various

theories of change management and collegiality are referred to in an attempt to identify

who is instigating the changes and who is actually in charge of

implementing the innovations.

The research thus investigates whether current LLRC strategies support various

teaching programmes according to conventional models or whether the emphasis on

innovative teaching/learning methodologies, such as aspects of IL skills through various

media, is changing conventional class room based teaching. It considers if changing

resource management and accessibility actually impinges on new teaching/learning

methodologies. Moreover, it seeks to identify whether the wider lecturing population is

not only adopting these pedagogical innovations but also whether this ripple effect is

reciprocally transforming the LLRC services.

Ultimately, the research seeks to understand whether the observed changes are leading

to greater ownership of the learning process.

The key educational management themes explored thus cover concepts related to the

management of the context of learning. The role of libraries and learning resource and

support centres in teaching and learning; faculty-librarian partnerships; the management

of learning environments; the influence of prevailing organisational cultures; evolving

values in teaching and learning styles and how these affect the imparting, processing

and management of information are issues discussed. International research as well as

national stakeholders’ policies are also consulted in attempt to formulate relevant

and conclusive recommendations.

3. Research Methodology

3.1 Purpose, focus and relevance of investigation

This study was undertaken at a time when College X is undergoing a period of intense

organisational change. Its education provision is being transformed in view of the

continuous developments taking place within the national and international scenario.

The management of the context of learning is thus a topical issue as the College is

expanding its infrastructural and human resources with the intention to provide broader

and better vocational educational programmes to larger intakes of students. This

research therefore departs from a broad analysis of the general change processes

occurring at the College to focus on three identified areas of investigation.

i. The evolving role of the Library and Learning Resource Centre and the

development of its infrastructural and physical resources and facilities.

The physical transformation of the College is highly visible as investment is

being poured into radical restructuring. The College currently comprises nine

distinct institutes offering specialised vocational training courses. The study

targets library services at six out of those nine institutes, focusing on three main

campus and three other satellite institutes. These were not chosen randomly.

Prior to the investigation, a College-wide survey analysis on student satisfaction

with College resources published by the Student Council was consulted.

In-depth fieldwork also assessed the study-specific suitability of each centre.

The selection criteria were: the phase of library restructuring; suitability of

library premises; availability of library services, opening hours and staffing;

institute location and course specialisation requiring specific resources beyond

current library service parameters; and frequency of library usage

and service satisfaction.

These criteria found three satellite institutes to be unsuitable for the purposes of

this investigation. The other six institutes fitted these criteria; three main

campus institutes offering business and commerce, mechanical engineering and

electrical and electronic engineering programmes serviced by the main campus

LLRC and three satellite institutes offering courses in art and design, building

and construction engineering and care services each with a

satellite library of the LLRC.

ii. The LLRC’s contribution to teaching/learning methodologies emphasising

autonomous and life-long learning through new technologies and information

literacy initiatives.

The Strategic Plan aims to transform the College into a learner-centred

organisation, emphasising autonomous and life-long-learning skills.

Accordingly, the LLRC page on the College website states that library services

shall support traditional and non-traditional methods of learning

and information acquisition.

Thus, the LLRC provides on and off Campus institutes with state-of-the-art

services and resources. Although integrated learning support facilities and some

highly specialised technological audio-video resources are only available at the

on Campus LLRC, all services remain at the disposal of all institutes through an

inter-library structure that allows for the free flow of information.

iii. The evolving roles of librarians, academic and support staff, actual and potential

collaborations affecting learning processes and the possible transformation of

traditional teaching/learning dynamics within prevailing hierarchical structures.

This study is based on an investigation of ‘change’ on various levels;

institutional, human resources, pedagogical and technological innovations, and

evolving learning processes. The research revolves around the interactions of

three distinct stakeholders: full-time students, teaching staff and library

personnel. Random samples of 10% of each population were selected and their

dynamics within the parameters of the LLRC and its ancillary services were

observed. Inferences about the populations, the broader context of their

dynamics and the actions resulting due to college policies, administrative

decisions and poured investment was based on the analysis of the sampled data.

The premise of this quantitative research is that current investment in the

College’s LLRC and library facilities has the potential of facilitating institutional

change and transforming staff dynamics through greater opportunities for

pedagogical collaborations.

Consequently, these opportunities may develop teaching/learning processes

benefiting students’ skill and knowledge acquisition not only within their course

work but also during their apprenticeships and future working lives.

3.2 Concepts determining areas of investigation

Change is an immediate experience and an everyday reality at College X. Preliminary

observations helped identify the general areas of investigation outlined above.

Consulted literature better defined subsequent research questions, delineating the focus

of the study along the following concepts.

i. Identifying and managing change

The study departs by considering the implications of the Strategic Plan’s vision

on current LLRC operations, examining College cultural, administrative and

environmental macro-factors and the stances and priorities of the specific

stakeholders influencing this environment’s micro-factors. The research focuses

on the envisaged transformation of LLRC services, investigating how senior

management proposes to implement such changes and whether provisions for

planning, consultation, reflection, discussion and reviewing are being made. It

also examines whether the envisioned goals are based on realistic financial,

technical, political, institutional and human resources, trying to identify any set

success criteria set by administration.

ii. Theories of Change, Change Processes and Change Agent Skills

Theories of change seek to contextualise changes occurring to the College’s and

the LLRC’s status quo. The study tries to identify whether the new role of the

LLRC and the libraries is actually transforming teaching/learning methodologies

through increased opportunities for consultation and collaboration. The LLRC’s

experience of change is compared and contrasted with such theories to ascertain

whether continuous exchange of information and confidence in the benefits of

changes exist and how participants are experiencing occurring changes.

The influence of this change scenario on those change agents directly or

indirectly contributing to the changing role of the LLRC through existing power

structures and dynamics is examined as are the processes aiding or hindering the

setting up of a long term vision, manageable short-term goals and the co-

ordination and control of the pace of change within the LLRC.

iii. Creating learner-centred organisations through collegiality and lecturer-librarian

co-operation

The study seeks evidence of any collaborative and collegial processes based on

faculty-librarian partnerships, investigating whether these dynamics are

complementing and supporting conventional class room based teaching. The

study also seeks any evidence of managed collaboration in an effort to identify

instances of professional autonomy, innovativeness, self-actualisation and

reflective practice whilst trying to identify processes that

aid or hinder such developments.

Consequently, concerns over changing professional roles and the relevance of

staff training and team-building processes to counter resistance to change are

also addressed.

The aim of creating hybrid LLRC services to help develop innovative

teaching/learning methodologies is also examined. The study considers whether

the re-designed LLRC infrastructural facilities are flexible enough to promote

the teaching of higher-order thinking skills in contexts of purposeful

socialisation and whether it is encouraging outcome and developmentally paced

learning and the individualisation and personalisation of learning through inter-

professional collaborative approaches and stimulating and interesting learning

opportunities. Consequently, further opportunities for collaborative staff

development are suggested. The study also examines whether senior

management’s vision for the transformation of the College into a learner-centred

institution translates into concrete support and investment.

iv. Learner-centred strategies for change: fostering autonomous and lifelong

learning through IL skills

The study attempts to present the LLRC as an example of how the modification

of the learning environment helps lecturers respond effectively to student

differences enhancing their ability to succeed through transformative learning

processes. To this aim, it examines whether librarians and lecturers are acting as

change agents in students’ learning processes utilising LLRC resources,

collaborative instructional techniques and appropriate teaching and modelling

skills to help students become critically reflective,

helping students learn how to learn. The study investigates whether effective

information literacy skills instruction exists in conjunction with technical skills

instruction and whether this is allowing students the creative freedom to

individualise their learning by making the learning process relevant to students.

This work explores whether the variety of available LLRC facilities is

encouraging lecturing staff and students to transform conventional

teaching/learning methodologies through appropriate IL skills that encourage

critical enquiry, self-directed learning and lifelong learning skills. Issues of

curriculum integration, the possibility of cross-curricular and flexible learning

through coupling modern technologies with effective embedded IL instruction is

discussed and IL is investigated as being one vehicle through which staff

partnership curricular projects can be launched.

The research finally attempts to link the areas of investigation by returning to the central

issue of change and how it is being addressed College-wide. Although, the focus of the

study centres around the change process occurring within the LLRC and its facilities,

specifically on how information literacy can support changes to teaching/learning

methodologies, the LLRC experience is intended as an example of a micro-situation

example of institutional change.

The study addresses issues of relevance and validity regarding actual institutional

policies, senior management action and planning, staff development and training and

classroom practice against concepts of collegiality, dialogue and ownership of change.

It examines how the dynamics of negotiation, discussion, debate, co-operation,

collaboration, compromise and pragmatism within this micro-environment can be

observed and commented upon in an effort to identify the general trend of change

within the wider College environment compared to the vision of the Strategic Plan.

3.3 Methodologies and ethical issues

After careful consideration of issues discussed in Coleman and Briggs (2002) and

Middlewood et al. (1999), four research methodologies were selected; observations,

questionnaires, interviews and document analysis. Observations formulated the initial

questions of this positivistic research and were then referenced against document

analysis of the Strategic Plan and other organisational communications. As the focus of

the research was identified, questionnaires were devised and administered to the three

population samples. Information obtained was supplemented by other data gathered

during informal interviews with participants and compared and contrasted with

observations noted during departmental meetings as well as from resultant minutes.

The key quantitative research techniques used were the questionnaires since an

objective, impersonal and statistic analysis of collected data was necessary.

Questionnaires were favoured to produce descriptive and inferential results since they

are economical, standardised and specific, guaranteeing anonymity and one of the most

reliable and valid methods during fact-finding research. The questionnaires used mostly

included close-ended categorical and numerical random variables. Balancing this

limitation, ‘fixed-alternative’ questions, as described by Zikmund (2003), were included

enabling respondents to qualify their responses through additional open ended questions

where appropriate (Appendices B, C and D).

Pilot study questionnaires distributed to immediate lecturing and library colleagues and

students within a relatively smaller group than the actual sample populations ensured

tools were relevant and that questions were clear, concise and non-ambiguous. These

respondents were excluded from the main research to avoid prospective participants

from becoming sensitised to the questions.

All questionnaires carried an explanatory introduction ensuring respondents’ anonymity.

In such a relatively small College community, concerns regarding confidentiality

naturally arose, especially within the smaller sample lecturing and library staff

populations. The pilot study introduced the research informally explaining its purpose

and objectives thus reassuring respondents. Questions were devised in as sensitive but

direct way as possible.

Demographic information was included to facilitate the classification of responses

during analyses. Other questions were directly linked to the areas of the investigation.

Most questions were common or similar for all three questionnaires to increase the

reliability and validity of the results through triangulation and addressed:

i. type of information accessed daily for personal use, knowledge of ICT for

accessing information and accessibility to computers and the internet,

preferred information sources for leisure/study purposes;

ii. library resources used for different research and study purposes and their

frequency of use, learning context of assigned work, type and presentation

required (individual/group work, written/oral presentations, printed/e-based);

iii. usage and satisfaction with LLRC/library services, familiarity with library

facilities, facility and knowledge of appropriate use;

iv. willingness to ask librarians’/lecturers’ help to acquire information, library-

lecturing staff collaboration, the role of LSU staff within the LLRC;

v. suggested possible future collaborations to implement a curriculum based on

traditional and IT information resources supporting independent and life-

long learning skills.

Lecturing colleagues and library staff distributed and collected questionnaires. Their

collaboration offered valuable insight and suggestions. Having discussed the research

aims beforehand, they administered the tools with specific aims in mind clarifying

questions without jeopardising the validity of the response thus minimising direct

contact between the researcher and the sample populations. Anonymity and unbiased

analysis of the responses were hence assured.

This guarantee for anonymity was somewhat problematic during interviews with line

managers and library staff due to the small number of participants. Interviews were

planned and conducted at the convenience of interviewees. Questions were semi-

structured and encouraged open responses to issues raised by the questionnaires in order

to gather further insight and investigate expectations and attitudes. Piloting the

interviews was difficult. Questions were however presented to interviewees prior to

interviews (Appendices E, F and G). Although this could have limited response

spontaneity, it yielded more in-depth information. Also, whilst assuring anonymity

within the research write-up, the transcribed text could be personally verified with

respondents there and then prior to the inclusion of the information within the study.

Observational research as described by Coleman and Briggs (2002) and Opie (2004)

was not conducted. However, visits to library facilities further validated and

triangulated gathered data and a SWOT observation sheet was designed and used for

corroboration purposes (Appendix H). Further validation was obtained from various

College documents and its website, from the Strategic Plan, official reports and minutes

of meetings as well as from statistical information provided by library administrators.

Ethical issues were considered throughout the research and participation was voluntary.

Prior to data gathering, participants were clearly informed of the research aims without

prejudging outcomes. The aims, relevance and methodology of the investigation were

explained. The researcher’s position was justified without covert manipulation to

acquire desired data. Participants were anonymously referred to

in all tools and transcribed texts.

Considerable attention was given to the wording used in the investigative tools, the

language being adapted to vernacular English, especially

wording and sentence structure.

Tools were devised in English rather than Maltese to facilitate understanding of

academic terminology. The pilot study also revealed that respondents preferred the

questions to be in English, with further elaboration in Maltese if necessary, viewing this

as more professional. The presence of non-Maltese speakers was also considered.

The investigative tools restricted themselves to the areas of research. Opinions were

clearly stated as being such and every effort was made to ensure data protection.

Besides the assurance for anonymity, it was emphasised that real life parties would be

referred to through pseudonyms. Finally, participants were informed of research

outcomes and eventual dissemination of the study.

3.4 Difficulties encountered

The development and refinement of the LLRC and its library facilities affects the

context of the management of learning and the various stakeholders within. Thus, the

research took great care to respect respondents’ stances and to be sensitive yet objective

to their feedback. Issues of management and learning methodologies were somewhat

delicate topics of discussion with the organisation’s administrators, lecturers and library

personnel due to financing, staff competencies and personal concerns.

Issues pertaining to the curriculum and innovative teaching/learning methodologies

including information literacy instruction were also sometimes controversial. At the

time of research, the College had still not appointed a Director of Curriculum and

curriculum policies were neither common to nor consistent within all institutes. The

issue of investment in educational resources, allocation of funds and resources and the

emphasis on the introduction of innovative and IT based resources and teaching

methods also proved to be a politically sensitive issue.

Compounding these strains, not all lecturing staff were similarly qualified and so

diverse training and pedagogical experience led to differing stances and opinions upon

curriculum and vocational issues. Some institute managers and lecturing staff might

have felt that their work was being criticised. In fact, getting a response from these two

stakeholders proved rather difficult. Issues of anonymity and confidentiality were

evident amongst staff and employees. Some respondents specifically asked for

reassurance that names would be omitted when findings would be made available

at the conclusion of the study.

Although every care was made to motivate respondents to give honest, unbiased views,

the research encountered potential problems concerned with response. Time also

influenced the rate of response since the study depended on different academic

schedules. It was best to administer the tools in May and June since more students and

lecturing staff were likely to be available and on campus during these months as the

academic year drew to a close and course work was being concluded.

Foundation and first-year students, those most likely to be on campus and not serving

apprenticeships, would also have had an academic year’s experience. Reliance on this

category of participants was considerable due to their greater availability and exposure

to library services through familiarisation visits and general course work. Furthermore,

most lecturing staff rounding up the academic year could afford more immediate and

relevant responses. Nevertheless, this choice of timing was less conducive to an

encouraging response from senior academic and administrative managers since the end

of the academic year is notoriously busy and so it proved quite difficult to obtain

appointments, still less information and interviews.

Professional duties, students’ attendance and work schedules thus affected the available

time-frame. Logistically, the study could only be conducted with full-time students

during standard working hours with data-gathering help from colleagues. Management

could not be expected to concede unlimited time for research. Furthermore, a few

individuals were unwilling to participate or impossible to contact, as sometimes

happens in survey sampling. Differences between the willing and unwilling hence

risked biased conclusions.

At the time of research, the full-time student population approximated 4,000 whilst that

of lecturing staff was around 400. Numerous attempts to obtain the exact data from

central administration were unsuccessful. Hence the accurate percentage test

populations for individual institutes remained approximate. A sample population was

chosen based on general statistics available through official College

press releases and documentation.

Thus the research carried out amongst the six institutes was based on an estimated

student population of 2400, targeting a sample population of 10% or 240 students.

From the 240 questionnaires distributed amongst the students, an encouraging response

of 211 or 87.9% was received, which augurs well for the reliability of the study

(Appendix I, Students’ Demographics).

A 10% sample population of 40 lecturing staff was also selected to represent as wide

variety of subjects as possible. The assistance of colleagues was crucial in reaching the

targeted response rate. Nevertheless, a number of staff were unwilling to respond either

through lack of interest or the perceived sensitivity of the topic. A small number of

lecturing staff also declined, stating that since they taught technical subjects they

deemed the study irrelevant (Appendix J, Lecturers’ Demographics).

Personal follow up was sometimes necessary to ensure maximum possible response.

All efforts were made to ensure the validity of the research. This risk was obviously

much less when administering the questionnaires to library staff since the number of

respondents was very small (Appendix K, Librarians’ Demographics). Library

administration fully co-operated and endorsed the research. This support not only

ensured maximum response but follow up interviews with all five library staff members

were granted and facilitated (Appendix L). One out of two library clerks also

participated in this research. Full support and co-operation were additionally granted by

all support staff and their administration.

However, contacting other academic line managers proved more difficult and only the

response of one institute could be obtained. This was a written response to the

questions posed prior to the actual interview. No other response from similar sources

was available, the most commonly cited reason being the lack of time due to

administrative duties. This significantly poor response decreases the reliability and

validity of the findings cited for this category of participants. Nevertheless,

documentation analysis and the encouraging response from the

other participants countered this risk.

It may be thus concluded with a degree of confidence that despite difficulties the data

gathered is reliable and the methodology used valid. The findings that emerged from

the research investigation and their relevance to the issues discussed within this study

are hence discussed with the aim of identifying benefits to staff, students

and the whole College organisation.

4. Analysis

4.1 Changes at College X

The recently launched Strategic Plan is part of an organisational strategy that targets the

needs of individuals as well as of the economy. Legislative changes have created a

College pivotal to national development within a larger competitive international

scenario in which innovative technological changes put continuous pressure on the

outputs of educational institutions. This is the unavoidable reality quoted by Bush and

Coleman (2000) that is pushing for the implementation of the changes

outlined in this document.

The Strategic Plan broadly describes the desired macro changes. An analysis of the

document selected the identified changes related to this study, observing and studying

their relevance to the micro environment of the LLRC and library services. The

analysis sought identifiable criteria that would help identify how College-wide macro

changes are intended to be implemented. These identified macro-changes applicable to

the LLRC scenario are the following.

i. Teaching young and adult learners : The document aims for successful

‘participation’, ‘retention’, ‘achievement’ and ‘progression’ to improve the

learning experience through inclusive, motivating, challenging and inspirational

teaching methodologies. Self-directed learning that sets targets and monitors

performance of individual students against established benchmarks is espoused.

New methodologies such as e-learning and technology based learning should

support and enhance the curriculum, continuously upgrading knowledge and

skills while ensuring clarity and accessibility of instruction through various

available resources hence promoting lifelong learning concepts. To this end a

supportive learning environment and specific teaching and learning programmes

should adopt strategies that maximise these opportunities

(Strategic Plan, 2007, pp.12, 13 Online).

ii. Enhancing the learner experience and environment : The document commits

itself to ‘develop, monitor, review and improve the quality of our teaching’.

Learners opinions are to be gathered through ‘sophisticated and effective ways’

so that staff and administration may reflect and act upon this feedback ensuring

‘effective and attractive teaching and learning’, clarification of individual

students’ goals and constant support. Adequate resources are thus crucial in

providing students with ‘supportive, attractive, friendly and stimulating’ learning

environments through ‘high quality buildings’ and ‘equipment, materials and

services’ including ‘networked ICT facilities’. Investment in continuing

professional staff development and quality assurance initiatives are planned to

be integral to continuous improvement (Strategic Plan,

2007, pp.14, 15 Online).

iii. Staff and partnerships: Staff monitoring and appraisal are to provide quality

education and training services. This requires that ‘all teaching staff are

appropriately qualified’ benefiting from continuous professional development

that conforms to ‘set aims and objectives’ and ‘an effective appraisal system’.

Such a system necessitates that ‘organisation and management structure

underpin’ said aims and objectives whilst ‘promoting constructive employee

relations and communication’. Staff also need to be informed about economic

forces in order to contribute towards the creation of ‘partnerships and

collaborative arrangements’ with external stakeholders

(Strategic Plan, 2007, pp.18, 19 Online).

iv. Consolidating a cohesive and collaborative College: The above targets are

devised towards achieving College restructuring. Organisation and management

structures aim to empower individuals by developing human resource and

student policies and procedures thus providing learner-centred quality education.

At all micro levels, management aims to implement effective communications

strategies facilitating information flow to ‘energise our staff and learners’. It is

committed to ‘a strategy for core information systems’, ‘developing the

College’s infrastructure’ and ‘harmonising (…) all our support services’. This is

planned to occur through ‘activities, initiatives, projects and programmes that

bring together the various elements of the College as well as the members of

staff’ (Strategic Plan, 2007, p.25 Online).

The document analysis suggests that at first glance the priorities of the Strategic Plan

are in accordance to what the literature consulted for this investigation suggests as being

crucial for effective change to take place. Nevertheless, as various literature sources

also indicate, formulating a plan is not enough.

Although this document certainly sets out the macro factors that would indicate a

successful implementation of desired changes, closer inspection reveals that micro-

benchmarks towards achieving success, specifically those related to teaching and

learning and the role of the LLRC, are absent from the document.

This omission is partly due to the nature of the plan which aims to be generally

descriptive rather than a detailed working plan. However, in the course of the research,

it was discovered that such detailed plans are still in progress of being formulated.

Administrative sources could not give clearer information since at the time of research a

Department for the Curriculum was still in the process of being set up and no staff nor

Director had been as yet appointed. This fragmentation and division within various

organisational bodies, most significantly between administrative and lecturing

departments was also observable at all other organisational levels as it became evident

from the progression of the study.

Nevertheless, communication and information are the embedded concepts within the

Strategic Plan. The embodiment of these concepts and the environment in which these

dynamics are meeting and amalgamating is the LLRC, the micro-environment selected

for this study’s purpose. Hence, this investigation focuses on the common meeting

ground between the College macro changes outlined in the Strategic Plan and the issues

investigated within the micro-environment of the LLRC and its facilities. The main

areas of research of this investigation are thus change, collegiality, autonomous and

lifelong learning and the provision of information literacy towards understanding the

technological challenges of our information-dependent economy.

4.2 The envisioned central role of the LLRC

In support of the Strategic Plan’s foremost aim to place students at the heart of the

College, one of the first decisions taken by the Board of Governors and the Principal

was to create a LLRC and complementary library services which would be pivotal to

student development. By building the LLRC at the very centre of the College Campus,

senior administration intended to emphasise in a ‘clear and visible way’ the importance

of library services within College life and hence within the curriculum and

teaching/learning processes (College Library Service

General Information, 2007, Online).

As a ‘major capital investment’, the LLRC administration emphasises that its services

include state of the art facilities, broad literacy support including information literacy

services as well as individual and group assistance in a bid to develop independent and

life-long learning skills of students and even lecturing staff (ibid.). Indeed, it seems that

students are certainly satisfied with the provision made by the LLRC and library

services (Charts1 to 5, Appendices M, N).

Chart 1

Satisfaction with Resources of LLRC

25%

56%

14% 5% 0%

Strongly Agree Agree Agree with Doubts Disagree Strongly Disagree

Satisfaction w ith Library Staff Service

14%

45%24%

12% 5%

Strongly Agree Agree Agree with Doubts

Disagree Strongly Disagree

Satisfaction with Resources of Subsidiary College Libraries

6%

44%28%

12%10%

Strongly Agree Agree Agree with Doubts Disagree Strongly Disagree

Chart 2

Chart 3

Satisfaction w ith Learning Support Section Resources

6%

49%

42%

3%

0%

Strongly Agree Agree Agree with Doubts Disagree Strongly Disagree

Chart 4

0

20

40

yes no

Familiarity w ith institute library

Chart 5

Overall Satisfaction

21%

36%24%

8%11%

Strongly Agree Agree Agree with Doubts Disagree Strongly Disagree

Lecturers also showed their appreciation for the range and quality of services offered.

Not only are they satisfied with the ease of use of the LLRC and its satellite libraries

(Charts 6 and 7), but the majority also make regular use of services, especially for

lesson preparation (Charts 8 and 9).

Chart 6 Chart 7

0

10

20

30

yes no

Familiarity w ith LLRC

Chart 8

0

2

4

6

8

10

12

14

daily

1/w

eek

1/m

onth

1/ye

ar

neve

r

othe

r

Library Visits

Chart 9

0

20

40

yes no

Use of library materials for teaching preparation

Consequently, it appears that the LLRC, its services and its physical set up fulfil what

Dimmock (2000) stated as necessary in learning-centred schools. The LLRC and its

satellite libraries certainly make their facilities as accessible as possible. It also seems

that it is on the right track towards fulfilling part of the requirements that delineate

modern learning-centred hybrid libraries in that its re-designed physical space and its

investment in new technologies is making learning environments and physical resources

more appealing and accessible to all its users. Therefore it seems that the physical

structure of the LLRC has the potential to support new conceptions of curriculum and of

teaching and learning as described by Dimmock (2000).

However, as literature by Murphy (1991) and Martinez and Munday (1998) amongst

others reveals, appealing structures, computer aided learning environments and

resources, while being an invaluable part of the physical set-up, should not become the

ends in themselves. Meaningful learning experiences supporting independent and life-

long learning also depend on human interactions and purposeful use of resources.

Hence, although the LLRC is certainly a big step in the right direction, the study

investigates the human processes beyond the façade in an attempt to assess whether

library services are indeed contributing towards a more collaborative environment

where various pedagogies and learner needs are suitably addressed within the greater

College culture and the envisioned changes proposed for the transformation

of its curricular processes.

4.3 Processes and agents of change at College X: putting theory into practice

The Strategic Plan states that its vision is in line with the ‘bold and clearly articulated

vision’ of the government’s inception of what the College should be and how it should

change, with the onus for change placed upon the College Board of Governors and

Executive Management (Strategic Plan, 2007, p.3 Online). The implications of this are

that planned priorities and changes implemented within the College, and for the purpose

of the study, within the LLRC micro environment, are generated to serve wider College

needs as envisaged by the most powerful but numerically minor stakeholder, the senior

administration and management bodies.

The research, focusing on the envisaged transformation of LLRC services, investigated

how senior management is proposing to implement such changes and whether

provisions for planning, consultation, reflection, discussion and reviewing were and

continue to be made. It also examined whether envisioned goals are being based on

realistic financial, technical, political, institutional and human resources. From the

outset of the study, a dichotomy of purposes emerged. On the one hand there was a

document from senior administrative authorities proposing changes for a cohesive and

collaborative College; on the other, fragmented organisational bodies dependent on

central administration adapting central directions according to

their various interpretations.

With such observable conflicting dynamics, the investigation set out to discover to what

extent the proposed changes were being imposed through top-down politically backed

management strategies and whether there were aspects of change that were owned or

even perhaps internally generated by other subordinate stakeholders. Observations

concerning the dynamics between administrative and lecturing/library staff emerged

from a series of interviews and periodic staff meetings as well as

the perusal of subsequent minutes.

Theories of change were consulted in an effort to contextualise the changes occurring to

the College’s and the LLRC’s status quo. From the observations and feedback obtained

during staff meetings and minutes made available for research purposes, it may be

concluded with a degree of certainty that the proposed changes at College X seem to

mostly exhibit traits as described by Lewin’s Three-Step Change Theory.

Change as envisaged by senior management infiltrates to the lower organisational strata

through traditional channels of middle management sectors such as directors and

assistant directors of institutes and certain co-ordinators. Lecturing and library staff are

informed of what is going to happen and any feedback must return through the

appropriate channels. As it is, middle management is responsible for passing on the

message and often subordinate staff must rely on the established relationship between

these two stakeholders to ascertain whether their feedback gets heard

let alone considered.

These observations were ascertained during informal and formal interviews and staff

meetings. They also clarify why, given the nature of these dynamics, the response rate

from directors and other middle management personnel was so poor. The immediate

agents directly influencing change thus initially seem to be senior management

personnel acting through middle management. This would seemingly render a culture

of opposing forces, a situation described in Lewin’s Theory. It also engenders ideal

conditions for resistance even if as Lumby (1998) states top-down changes might

initially appear to bring about necessary changes. Although all stakeholders might be in

agreement and excited about the prospect of change to the status quo, the nature of the

hierarchical power structures impinges on the long-term vision. Staff also seemingly

perceive this as hindering rather than aiding the management of short-term goals and the

co-ordination and control of the pace of change.

Within the LLRC scenario, this general feeling could be more concretely observed.

LLRC and LSU administration have the responsibility of communicating to their staff

any changes envisaged within their respective departments in a way that points out the

benefits of such changes to their staff. They also have the role of reporting back to

senior management how proposed changes were received. The research revealed that

administration often takes on the role of leaders by default of their position and that

compliance with perceived orders from senior management is often hesitant if not

openly resisted by the subordinate staff. Senior management is often regarded as a

distant despot who must be obeyed to ward off unpleasant consequences.

Although research could not truly ascertain whether this perception was always valid

and whether at times senior management was invoked to justify unpopular decisions on

a departmental level, investigations and observations did identify those instances when

middle management seemed to be effective change agents, allowing collaborative and

consultative dynamics to bring about small-scale everyday changes to their respective

departments. On such a smaller departmental scale, opportunities for active

involvement, dialogue, collaboration and reflection as described by Schein are easier to

manage and often, whenever possible, both LLRC and LSU administration advocate

such approaches. However, in instances of far-reaching changes as advocated by senior

management, this is not always possible and so feelings or resistance re-surface.

One reason behind this resistance may be that pedagogical issues and administrative

issues are often confused. Senior management is advocating change in both areas;

however, the College organisation does not as yet possess all the necessary decision-

making and executive organs to combine the two. The lack of a Department for the

Curriculum at the time of research certainly seems to hinder more harmonious change

processes. Both LLRC and LSU administrations concur that issues of administration

and curriculum management often adversely affect the smooth running

of their respective departments.

The two staff also agree that most resistance occurs when senior management directives

concerning administration impinges on their professional areas since they consider

themselves the frontline experts, maintaining that although their immediate superiors do

consult them and consider their opinions, senior management seems to be oblivious to

the reality of their situation.

Thus the role of LLRC and LSU administration as effective change agents as envisaged

by Lippitt is hampered and not all changes proposed can be ultimately

owned by their teams.

Such difficulties are echoed throughout the different institutes as the lack of a more

refined and democratic organisational College structure lends instances of cross-

institutional and departmental collaboration most difficult beyond the day-to-day

collaboration between individual staff members on pedagogical matters. Change of a

more individual and personal empowering nature as described by Prochaska and

DiClemente is more difficult to achieve within the current environment.

Ajzen and Fishbein’s theories are also difficult to apply as College lecturing and library

staff do not have perceived control over the opportunities, resources, and skills

necessary to bring about radical changes to the College. This in turn hinders staff from

perceiving incentives and consequences in the immediate and long-term future as

described by Bandura (1989). This sense of dissatisfaction also hinders staff from

perceiving some proposed changes as being based on realistic financial, technical,

political, institutional and human resources, not only because their views are coloured

by their particular interests and stances, but also because the organisational structure

does not always facilitate the flow of open communication necessary

for democratic dialogue and information.

Thus, it may be hazarded that whilst the reality at College X shares similarities with

conditions described by Lewin’s observations, there exist cultural and environmental

difficulties which hinder the establishment of successful change within the organisation,

facilitating the spread of change in the various departments as described by Lippitt and

Schein. Consequently, it may be inferred that the LLRC is suitable ground for

competing priorities where the other internal stakeholders consulted during this research

meet and engage their various initiatives each vying for resources, time and

prominence. However, this does not exclude other indirect change processes from

taking place especially those processes described by Bandura and other social learning

and cognitive theories advocating change through direct experiences, human dialogue

and interaction, and observation.

These indirect processes were investigated through other more objective research tools,

namely the questionnaires and structured interviews with lecturing and library staff as

well as students. These tools were devised in attempt to identify other informal change

processes taking place within the various teaching departments illustrating how study

participants are experiencing occurring changes. The LLRC/LSU environment was

investigated in depth in an effort to ascertain whether resistance to top-down attitudes

are hindering or engendering transformative grass-root consultation and collaboration.

In trying to establish this, the research investigated whether imposed changes are

transforming teaching/learning methodologies.

This research thus observes the implications of the wider vision of the Strategic Plan on

the different stances of the study participants, investigating the climate, structures and

processes that are allowing or inhibiting new initiatives, namely collegiality,

autonomous and lifelong learning and the provision of information literacy. It seeks to

extrapolate how this is in its own right not only affecting stakeholders’ experiences but

ultimately effectively transforming the College itself. The study attempts to view

whether these transformations are in line with the overall vision of the Strategic Plan or

whether this vision is being adapted and mutated along entirely new situations.

4.4 Change processes within the LLRC

Launched during the academic year 2003-2004, the LLRC is still in its initial changes

and thus its management processes are relatively new. This would augur that its

dynamics would seek to be innovative and collaborative along the aims of the Strategic

Plan devised for all its bodies. However, from the library staff’s questionnaires, it is

evident that the LLRC administration, whilst adopting open door policies, is nonetheless

propagating the top-down approaches which dominate the management of the College.

The LLRC staff maintain that although general consultation processes are evident, there

are less collaborative and involvement practices which lead to a lesser sense of

ownership within their ranks (Chart 10). This fragmentation and division of ranks is

further exacerbated by the insufficient human resources especially when it comes to

manning satellite libraries at off-Campus institutes as well as at

deputy managerial levels.

Chart 10

0

0.51

1.52

2.53

3.54

4.55

yes no yes no yes no

Consultation Collaboration Involvement

Staff Relations

As a result, library staff maintain that there are limited opportunities for reflection and

discussion especially in view of identifying different priorities as envisaged by different

librarians. This in turn affects the service that can be provided to students, leading to a

certain amount of dissatisfaction amongst library staff (Chart 11).

Chart 11

0

2

4

yes no

General management system's limitations hinder communication with

library users

0

2

4

yes no

Aspects of administrative management wished to change

Although most library staff are not duly bothered with a status quo that offers the safety

of familiarity, during interviews the phrase ‘crisis management’ prevailed although it

was mostly qualified by the clarification that the LLRC and library services are facing a

chronic shortage of staff. It emerged that individual library staff shared LLRC

administrators’ opinion that although the current system was functioning to its best

within the circumstances, the limited manpower and financial resources are creating a

great burden on the current system.

The majority of junior librarians observed that the LLRC replicates the current top-

down College hierarchical management system in which prospects of promotion,

changes in job descriptions and review of remuneration seem unlikely at the moment

despite all librarians possessing sufficient training and qualifications. This system’s

hierarchical limitations often block the implementation of alternative ideas through the

frequent imposition of senior College administrators’ pre-formulated decisions. Thus

while most consider the top-down approach adequate for the running of the service, the

majority feel that this approach is hindering human resource developments and

restricting perceived benefits and rewards to personnel. Nevertheless, whilst the

majority would like this situation to change, a minority feel that they would not wish

this ‘safe’ situation to alter (Chart 12).

Chart 12

LLRC administrators added that this is a fault in the College system as is the lack of

deputy library manager/s who should ideally be engaged to alleviate the current

administrative burdens, assign jobs better according to areas of specialisation and help

launch pending College-wide projects that would see greater collaboration between the

LLRC and other College bodies. This greater collaboration is a long-term goal of

LLRC administrators. However, the attainment of such a goal would seem to be

hindered by short and intermediate-term planning limitations caused by realistic human

and financial resource limitations.

Currently, middle management is having periodical meetings with senior management

to plan the change strategies pertinent to their department that will aid the

implementation of the Strategic Plan. Library staff voiced their concerns that although

they are asked for their opinions on the changes desired, they do not receive much

feedback but only receive the filtered reports of the LLRC administration. This is

leading to unease as the staff is not aware of any revision of plans according to their

considerations. Proposed changes are being grudgingly received as the bits of

information do not portray proposed changes as plausible or practical. These comments

were echoed by LSU staff who currently face an anomalous situation being

housed within the LLRC.

In principle and along the spirit of the envisaged changes to College culture, LLRC staff

and administrators are in favour of housing LSU facilities within their organisational

structure (Charts 13, 14).

Chart 13

0

2

4

6

yes no

Learning Support Material in Library

Chart 14

yes no

0

1

2

3

4

Teaching Support Space in Library

However, in practice, tensions regarding spatial, technical and other resource allocations

often make formal collaborations between the two bodies within the same building

contentious. These sentiments are confirmed by LSU staff and their administrators who

voiced their concerns that future LLRC transformations do not seem to be realistic

especially vis-à-vis human and financial resource allocation. These support staff

highlighted how in their case political and institutional pressures impinge on their

situation especially when it comes to collaborating with LLRC staff.

Short-term collaborative goals are thus being hindered through daily struggles for

resources. Intermediate goals are also continuously being side tracked as senior

administrators are seen as unwilling to tackle short term priorities. Future

infrastructural plans as well as intermediate plans for the development of human and

infrastructural resources are also viewed by both parties as not being sufficiently

focused on their respective priorities. Such concerns were voiced both during research

interviews as well as recorded in various LSU minutes during staff meetings.

The prevalent hierarchical College culture would seem to be thus hindering efforts at

collaboration between the LLRC, the LSU and other College bodies. However, the

research revealed that such transformational potential exists within both the LLRC and

the LSU. In effect, most LLRC staff are already aware of the need to transform

collaborative relationship aspects with both LSU and other lecturing staff (Chart 15)

even though individual members already collaborate with these members

daily on a personal basis.

Chart 15

0

2

4

yes no

Aspects of collaboration with Staff wished to change

0

10

20

30

yes no

Collaboration w ith library staff during orientation visits

LSU staff also accept this necessity for more collaboration. Research observations

revealed that efforts at closer collaboration with LLRC staff are strained due to the

limitations explained, but individual collaborations do spring up with LLRC staff and

other lecturers in the course of informal collaborative relationships necessary due to the

nature of their supporting role to both. Literature sources within this study state that

support and library staff, however, are often seen as having less prestigious and

qualified positions by other lecturing staff. The research questionnaires to lecturers

reveal that in actual fact this view is indeed prevalent within certain departments.

Although all academic respondents acknowledged the importance of having LLRC and

LSU facilities, the majority do not explain their purpose and services to their students

(Chart 16). Neither do they seek active collaboration with either bodies either through

personal contact or use of facilities (Charts 17-20).

Chart 16

0

10

20

30

yes no

LLRC / LSU usership - instruction of students by lecturer

Chart 17 Chart 18

0

10

20

30

yes no

Initial library orientation visit

0

10

20

30

yes no

Use of Support Material

Chart 19 Chart 20

0

10

20

30

yes no

Collaboration with Support Staff

Further investigation from the questionnaires revealed that timetabling constraints often

limit actual contact and collaboration with library and support staff, with lack of

opportunity to visit respective facilities significantly quoted as a major obstacle towards

increased familiarisation and collaboration. Indeed, those who did seek active

collaboration did so either on request by their directors or on their voluntary initiative.

The majority of such lecturers teach mostly arts, languages or humanities to freshmen,

stating that they feel new students should be exposed to such orientation experiences.

This is significantly meaningful when considering the identities of potential change

agents who could bring about further concrete collaboration between the LLRC,

the LSU and their respective institutes.

In fact, irrespective of faculty, the majority of such respondents were receptive to the

idea of such future collaborations (Chart 21). An immediate positive step in this

direction is seen as the inclusion of formal library hours within timetables that would

effectively allocate time for students and lecturers to make use of LLRC and

library facilities (Chart 22).

0

20

40

yes no

Formal library hours should be included in timetables

This would indicate that it is the competitive hierarchical environment which puts off

some staff members from collaborative initiatives with library and support staff. It also

shows that perhaps due to previous experience, a number of potential change agents are

already aware of the benefits of such collaborations.

Chart 21 Chart 22

0

5

10

15

20

25

yes no

Future Collaboration with LLRC / LSU

Such dynamics could possibly lead towards more concrete future partnership initiatives.

Such plans would ideally be based on current good practice that can already be

observed as occurring in certain described instances. The replication of existent

processes could further facilitate the transformation of LLRC and LSU services

into more collaborative approaches.

4.5 Engendering further lecturer-librarian collaboration

The research thus reveals that although formal curricular processes fostering increased

co-operative teaching are still not in evidence, informally such initiatives do occur.

However, the degree of support and collaboration between librarians, academic and

support staff varies depending on subject matter, opportunity for collaboration and time

to establish firm working relationships. Aspects of the organisational set-up that hinder

the further development of such situations remain.

Most notably, as previously discussed, is the cultural unawareness of the changing roles

of librarians and lecturing staff. The majority of both librarians and lecturers seem

happy with the status quo of their traditional roles. Lecturers leave most aspects of

library induction and information literacy instruction up to librarians whilst the majority

of these latter members of staff do not think that there are aspects of their relationship

with students that need to change (Charts 23 and 24).

Chart 23

0

10

20

30

yes no

Library usership - instruction of students by lecturer

Chart 24

0

2

4

yes no

Aspects of communication by Librarians with Students wished to

change

This resistance to changing roles is most likely due to the propagation of the national

educational system which is still bound to a highly hierarchical and bureaucratic culture

as described by Bezzina (1999). This system inhibits most professionals from

conferring and collaborating on curricular matters unless ironically, such a system is

imposed from senior management. Again, while this reflects how much of Lewin’s

theory may be applicable to the local situation, it thus highlights once more that despite

ingrained cultural traditional modes of working, the potential for changes

does exist within the College itself.

Literature reviewed shows that effective hybrid libraries are led by retrained senior

management who are open to the idea of offering staff development opportunities to

create more collaborative environments where various pedagogies and learner needs are

suitably addressed. Training and professional socialising may lead to the creation and

development of a common set of rooted professional values which would make it easier

for the various organisational organs and departments to work towards common goals

based on consensus rather than defeating resistances from the various stances.

In this respect, staff development and training would depart from what Lewin described

as a defeat of opposing forces. Rather, it would move along more current educational

philosophies as advocated by Cardno (1998) promoting managed collaboration. Thus,

while senior management would still be taking the executive decisions on the kind of

change necessary to the whole organisation, better informed and professionally trained

staff would allow for an increased feeling of ownership, democratic participation and

accountability. This shift of power from the hierarchical to the lateral would also take

into better account existent expertise and generate further collaboration and professional

training. This would also reduce the influence of the current referent powers and

encourage more professional autonomy, innovativeness and self-reflection as described

by Hargreaves and Dawe (1990) without the need for an outside referent power

as described by Saeed (1996).

The relatively young age of library and lecturing staff as well as the high number of

qualified professionals working within the College would indicate that most staff would

be quite responsive to such initiatives. However, resistance to traditional roles may still

be strong enough to result in anxieties and problems in establishing such change.

Nevertheless, as Lumby (1998) observed, having a proportion of staff supporting each

other can bring about partial change and reduce resistance by incremental steps as

described by Hohn (1998). The investigation revealed that such dynamics are already

informally occurring within the LLRC between some librarians, learning support staff

and mainstream language academic lecturers.

The majority of respondents from the lecturing staff sample teach Foundation/First Year

Communication and Technical English or Maltese. These lecturers were more

approachable and open to participation within the study since they are often the ones

who are either informally or formally required or else volunteer to take on inductive

sessions involving library familiarisation and IL skills. As yet, despite the introduction

of innovative physical technologies aimed towards transforming traditional teaching

methods, there are still no set College-wide curriculum guidelines promoting innovative

teaching methodologies. However, prompted by professional expertise, personal

interest and pressing requirements increasingly made on students through set

coursework, these staff members are already informally seeking out ways, means and

opportunities to collaborate and adopt innovative teaching strategies along the lines

advocated by the Strategic Plan.

Nevertheless, other faculties and staff members continue to operate within a mainly

fragmented organisational set-up. Student council representatives are aware of this and

have coined a college motto, ‘nine Institutes, one College’, which they propagate when

trying to raise awareness of how different departments should seek to collaborate for the

benefit of students. All academic language respondents commented that the current

curriculum renders the teaching of innovative information gathering, analysis and

presentation skills difficult within a system that is still dependant on content-overloaded

subjects. Few respondents teaching technical subjects informally collaborate with their

institute’s English language teachers to combine elements of both syllabi into partially

integrated programmes of study, despite English being mostly used for technical

language and assessment modes. Thus, this feeling of fragmentation

continues to prevail.

As previously stated, only a minority of lecturing staff are aware of the benefits of

collaboration with library and support staff (Charts 18 to 20). Yet most staff

acknowledge the need to introduce students to the various facilities of the LLRC and its

libraries (Chart 17). Therefore, the research shows that there is the potential for willing

staff members who are already collaborating with librarians and support staff to act as

change agents within a larger scenario of change as being proposed by senior

administration. Training such potential change agents, involving them in democratic

discussions and allowing them to devise and gradually introduce innovative teaching

programmes with the help of library staff and support lecturers could thus contribute to

greater flow of communications and College-wide collaborative processes.

However, such a radical approach needs such potential change agents to be backed by

Cardno’s call for ‘jurisdiction, relevance and expertise’ (1998, p.112). As Brown and

Currier (2001) state, resistance to changes in teaching methods is often a reaction to

greater organisational changes. Whilst these potential change agents might be open to

informal collaborations, the reaction by most academics who would be unhappy with

greater involvement of librarian and support staff would possibly create divisions and

friction. Hence, the necessity for staff training and professional growth

and development is reasserted.

Academics and other lecturing staff may be resistant to change if they have negative

perceptions of the change agents who might be viewed as getting above themselves in

order to get promoted or gain other benefits. Resistance might also occur if innovative

teaching methods were viewed as replacing traditional teaching methods

rather than complementing them.

Thus, when addressing issues pertaining to the acquisition of pertinent professional and

technical skills, recognition, incentives and clear pedagogical policies

should be of paramount importance.

Greater acceptance of the professional expertise and acknowledgement of the

involvement of support lecturing staff is also necessary as is that of library staff whose

evolving para-academic role should be increasingly promoted. Equally and to this

effect, librarians themselves must be more open to their changing roles. Encouragingly,

the majority of respondents from this group expressed willingness to receive further

training in customer care and communications as well as in new media and IT teaching

and learning methodologies, thus confirming Brown and Currier’s (2001)

recommendations for the greater involvement of library and information

professionals within learning programmes.

Staff development and innovative teaching methodologies, however, must not be

imposed or regarded as having greater value than existing traditional practices. Staff

must be free to choose, although obviously, the benefits of change must be advocated by

change agents. Team work and team leadership as advocated by Bandura (1998)

depends on providing clear instructions, provide the opportunity for skill development

or training, and model the desired behaviour so that expected outcomes are better

defined and change agents better respected and trusted to bring about necessary changes

to teaching methodologies. As the LLRC administration insist, such changes should

inevitably include more formal instruction of IL skills since this can potentially

contribute towards the greater transformation of teaching and learning methods thus

addressing possible lacunae in students’ learning.

4.6 The role of LLRC facilities in fostering autonomous and life-long learning

The management of the LLRC states their facilities aim to provide ‘as broad and deep a

range of information in all its formats and from all sources’ and to ‘make this

information readily available’. IL services coupled with individual and group assistance

provided by LLRC and LSU staff provide necessary support. Through the facilities and

staff, LLRC management seek to practice and emphasise ‘the twin concepts of life-long

learning and ownership of the learning process’

(College Library Service General Information, 2007, Online).

Collaborative and collegial faculty–librarian partnerships can complement and support

conventional classroom based teaching. In face of the absence of formal managed

collaborative initiatives between these participants, the research set out to assess the

impact of these dynamics on students and their learning.

Initial responses from students were disheartening. Although nearly all students

confirmed that they were required to carry out research work by their teachers (Chart

25), less than half of the students asked for librarians’ help and only those students

attending learning support sessions consulted the LSU resources

and staff (Charts 26, 26). Nevertheless, more than half of student respondents used their

LLRC or institute library at least once a month (Chart 28).

Chart 25

Assigned Research Work

99%

1%

Y es No

Chart 26

Assistance requested from Library Staff

6%22%

46%

26%

Often Sometimes Rarely Never

Chart 27

0

10

20

30

40

50

60

70

80

Yes No Yes No

Consulted Resources Consulted Staff

Learning Support Assistance

Chart 28

Frequency of Library Visits

15%

24%

30%

10%

21%

Daily Week Month Year Never

This response was puzzling in view of lecturing staff’s response when asked whether

they assigned research work and if so whether students were asked to carry out such

work on a regular basis. Lecturers’ response clearly confirmed the veracity of both

enquiries (Charts 29, 30).

Chart 29

0

10

20

30

40

yes No

Assignation of Research Work

0

5

10

15

20

25

30

35

Type of Research requested by Lecturers from Students

Chart 30

0

5

10

15

20

often sometimes rarely never

Frequency of Research Work

Further analysis of responses was thus required to ascertain the cause of this

incongruity, especially since both groups of participants confirmed that most research

work assigned involves individual written reports (Charts 31, 32). This would not only

imply that students would be requested to carry out a certain amount of work at the

library but also that the work assigned and expected was very much in line with

traditional methods of teaching and learning.

Chart 31

Chart 32

0

20

40

60

80

Repor ts Final P r oj P r esentations Gr p Wor k Onl ine f or a

Type of Research carried out by Students

The investigation revealed that IL practices are still considered peripheral to the actual

delivery of content and of results. Course programmes at Foundation level are mostly

academic, book-bound and information-laden whilst more technical and vocational

skills-based teaching are more present at the higher stages. The two are interdependent

but only combine informally when established personal relations make collaboration

between lecturers easier. Consequently, conservative teaching practices are harder to

change as are those related to conventional library use since students become

entrenched within the traditional system during their induction year to the College.

Although acknowledging the potential of the LLRC and libraries especially for lesson

preparation, it emerged that lecturers still view information acquisition as being more

reliable and exact when obtained from traditional sources. This is reflected in their

choice of material for lesson preparation (Chart 33).

Chart 33

0

5

10

15

20

25

30

35

audi

o/vi

deo

ref.

book

s

jour

nals

/mag

s

new

spap

ers

fictio

n

inte

rnet

othe

r

none

Preferred Materials for Preparation

Nevertheless, the immediacy of knowledge acquisition from electronic sources is also

increasingly being exploited as data retrieval is faster and can be more easily translated

into word processed formats, a requirement that is also progressively being introduced

within most vocational courses (Chart 34).

Chart 34

0

10

20

30

yes no

Wordprocessed presentation

Interestingly, the study revealed that as cultural trends are changing to integrate new and

varied sources of information within the curriculum, lecturers who hold printed

information in higher esteem are increasingly advocating the use of electronic sources

(Chart 35).

Chart 35

05

10152025303540

audi

o/vi

deo

jour

nals

/mag

s

fictio

n

ref.

book

s

new

spap

ers

inte

rnet

field

wor

k

n/a

to s

ubje

ct

Media Preference Indicated to Students

This change in culture may be partly due to the relatively young average age of staff

members. It could also be the result of exposure to new technologies especially in some

more technical vocational courses. Nevertheless, the culture of the higher value of

printed word is still very strong within the national hierarchical system. Even as both

lecturers and students are increasingly being exposed to new teaching and learning

technologies, both groups concurrently hold these two different means

in high esteem (Chart 36).

23

63 61

0

20

40

60

80

News paper M ag R ef B ooks A u/ v i d Fi c t i on I nter net

Information Acquisition Habits

Chart 36

0

1

2

3

4

5

6

au

dio

/vid

eo

jou

rna

ls

fictio

nre

fere

nce

ne

wsp

ap

ers

inte

rne

to

the

r

au

dio

/vid

eo

jou

rna

ls

fictio

n

refe

ren

ce

ne

wsp

ap

ers

inte

rne

t

oth

er

Media Preferredby Students

Media Preferredby Staff

Information Media Preference by Students / Staff

Clearly, a fast changing knowledge-based culture has firmly established itself within the

younger generations. Students are further increasingly being exposed and changing

their information usership habits according to a strong audio-video reliant knowledge-

based society in which information changes all the time and so its acquisition must be

fast and immediate (Chart 37).

Chart 37

18

19

20

21

yes no

Research from College libraries

This information reveals that lecturing staff seem to be moving away from traditional

sources of information in a bid to allow students to choose their preferred sources.

However, reliance on more traditional sources and methods persists

(Charts 38, 39, 40).

Chart 38

20

49

2

57

0

10

20

30

40

50

60

Newspaper J ournals/Mag Ref Books Au/ vid Fiction Internet

Preferred Media for Research

Chart 39 Chart 40

0

20

40

yes no

Preference of Sources

This observable trend may in itself be positive evidence that lecturing staff are taking

the learner-centred approach to teaching by taking into account the learning variables

that may effectively address the purpose of learning, different learning styles and

varying student requirements.

0

50

100

150

P aper J our nals Ref Books Au/ vid Fiction Inter net

Library Material Used

However, in view of lecturers’ response indicating their restricted time for teaching

individual skills beyond a stretched curriculum and given that learner-centred

approaches, as Lumby (1998) states, are usually demanding and time-consuming, this

assertion needed to be explored in greater depth. The investigation thus explored the

background information usership of the sampled group of students in an effort to assess

whether students might be enrolling in College already possessing the necessary IL

skills or whether the College was in fact not addressing such a

possible lacunae effectively.

The study revealed that the majority of students enter post-secondary College education

in possession of the basic information literacy skills and are able to work with both

printed and electronic forms of data, handling both media concurrently according to

their needs (Charts 40, 41, 42), albeit tending to use more traditional sources as

requested by their lecturers.

Chart 40 Chart 41

Familiarity w ith Finding Books

81%

19%

Yes No

Library Familiarisation

56%

44%

Y es No

Chart 42

Frequency of use of Library Computers

12% 3%

6%

16%

35%

28%0%

Daily 5 to 6 3 to 4 1 to 2 < 1/wk Never No pc

The majority have also been previously exposed to computer and internet usage and so

also have some degree of computer literacy skills (Chart 43). Interestingly however,

especially in view of findings previously discussed, it emerged that students mainly use

the libraries to look up information in traditional sources through traditional means

rather than to use technological facilities (Charts 44, 45). This was discovered to be a

result of assigned reading lists and indicated material prescribed by lecturers who often

direct students to use particular sources. Such practices are dangerously stifling to

learner-centred pedagogies and reconfirm the hold of traditional teaching/learning

methodologies within the local culture.

Chart 43

0

50

100

150

200

250

Yes No Yes No Yes No Yes No Yes No

Computer Usersat Home

Knowledge ofComputer

Computer atHome

Internet at Home Use of Internet

Access to Computer/Internet

Chart 44

Chart 45

Frequency of Library Computer Use to find books

16%

24%

33%

27%

Of ten Sometimes Rar ely Never

Yet another predominant reason given by respondents was that LLRC and library

facilities do not possess technology as advanced as is available at the homes of the

respondents. Another reason cited is that libraries restrict access to various internet sites

and so students prefer to work on their home computers. It also emerged that most

students, although using the LLRC and libraries for studying, also prefer to use the

premises for interacting with other students both for studying as well as for socialising.

These reasons indicate an emerging culture opposite to that of lecturers, librarians and

administrative staff. Although it could potentially contribute to students breaking the

mould of traditional methods, the importance of IL in allowing them to do so in an

informed manner is critical.

The implications of these findings and resultant processes on student learning

acquisition and levels of literacy, including IL, must be noted. Although students seem

to possess the necessary information usage skills, it does not necessarily follow that

they are being trained and instructed on how to apply these skills to their studies.

Limited timetables, overloaded curricula and seemingly less advanced technology than

is personally available to students seem to have contrived a situation in which students

are requested to do most of their learning on their own rather than in groups.

Occasions for purposeful collaborative learning are thus limited and so students end up

doing most of their research and work at home using their preferred source of

information, the internet, to later check this information with assigned printed texts

found at the library. The great use of reference books and printed sources by lecturers

in lesson preparation seems to confirm this. The role of librarians within this scenario

remains a traditional one as students tend to ask for their help in reproducing

information rather than use it for autonomous learning purposes. Thus, to competent

students, the role of librarians remains peripheral to their studying experience. This

observation was confirmed during interviews with library staff.

Reproduction of information is worrying as it does not allow for what Mezirow (1991)

described as transformative learning processes where students can question information

and reflect on their learning processes. Although technological innovations and

resources available at the LLRC and the libraries are contributing to a degree of

adaptive education, the modification of the learning environment is not always

translating into a better response to student differences. Although certainly, the learning

environment is geared towards preparing students to pass their vocational exams, it is

questionable as to what degree of autonomous and life-long learning skills are being

imparted in the process.

Lecturing staff, librarians and students all remarked that the present hierarchical system

of education is restrictive; that syllabi are too packed, that exams are predominantly

important and that the fragmentation of the organisational system is frustrating.

Their potential role as change agents within the organisation as well as their capabilities

as reflective practitioners is hindered by the hierarchical and traditional system that

seems to introduce technological innovations as additional burdens onto an already

overloaded system. The investigation results also point in this direction as it was

discovered that access to different learning resources is not necessarily being put to use

to develop students’ investigative and reference skills and so autonomous and life-long

learning skills are stunted. Since the organisation is mainly as yet fragmented, few

lecturers and to a lesser extent librarians, have the ability and willingness to establish

and perpetuate learner-centred approaches. Human and financial resource limitations

render this more difficult especially in view of the increasing stress of greater yearly

student intakes on infrastructure and resources that cannot always be

considered in terms of finances and time.

Flexible learning could prove to be a viable compromise for education professionals,

librarians, students and senior administration alike. This however, is greatly dependent

on a more lateral and democratic approach to interactions, increased communications

and greater collaborative and collegial environments. Jarvis (1995) and Lumby (2001)

agree that investment in information technology is the way forward as IT not only has

the potential to develop students’ experiential and reflective learning but through its

technical nature it can also possibly be used by students to acquire flexible knowledge

and skills that will improve lifelong learning abilities. Nevertheless, IT without a sound

information literacy basis will only propagate current deficiencies

in the College education system.

According to Bruce (2002), it is sound to remodel the current curriculum and lighten the

content to include more information literacy skills since IL gives personal

empowerment and this leads to greater development of economic potential. Breivnik

(1998) also emphasises moving away from pre-packaged information and applying IL to

promote more effective transfer of learning. Following these arguments, it may be

concluded that since the technological investment at the College is already being made,

more effort should be made for curriculum integration that allows the teaching and

learning of specific skills whilst interacting with the information environment available.

The re-designed LLRC and library infrastructural facilities are flexible enough to

promote the teaching of higher-order thinking skills in contexts of purposeful

socialisation. Now, concrete support and investment in human resources and staff

development are becoming paramount as they are the resource that most lacks the

opportunity and the ability to facilitate and support the IL skills necessary for the

transformation of teaching and learning within the College. Yet, while it is easy to

blame the organisational set-up and senior management for the lack of clarity in

curriculum issues, all factors must be taken into consideration when promoting IL as a

solution to teaching/learning process deficiencies brought about by

insufficient effective strategic planning.

IL programmes used as part of a strategy for change require staff training and

partnerships between key members. It requires staff to have IT and pedagogical

expertise and familiarity with learning theory. It is also essential to develop broader

curriculum issues and it specifically necessitates collaboration between lecturers,

librarians/information specialists and students.

Crucially, collegial models need to be based on negotiation, discussion, debate, co-

operation, collaboration, compromise and pragmatism from all parties. Nevertheless,

teaching through inter-professional collaborative approaches and stimulating and

interesting learning opportunities encourages outcome and developmentally paced

learning and the individualisation and personalisation of learning making the learning

process relevant to students whilst allowing them the creative freedom to individualise

their learning throughout their life. It can also transform key organisational

members into effective change agents

Thus, encouraging lecturing staff and students to move away from conventional

teaching/learning methodologies and applying IL skills to propagate critical enquiry,

self-directed learning and lifelong learning skills, concurrent with resource and

infrastructural investments, has the potential to actualise senior management’s vision for

the transformation of the College into a learner-centred institution.

5. Conclusions and recommendations

The College’s Strategic Plan is the initial step within the transformational processes of

the organisation’s educational system. It acknowledges that institutional change is an

inevitable reality and that the transformation of the College into a learning organisation

must come about through the development of staff, student and physical resources. It

also recognises that in today’s fast growing information society students must possess

those skills that enable them to become independent life-long learners capable of

working in the current training and employment scenario. The LLRC thus plays a

crucial role within these organisational transformations as suggested below.

5.1 Reconsiderations by senior management

For the Strategic Plan to become an effective working document, particular changes to

the organisation, specifically to decision–making processes, need to occur. More

forward and lateral thinking from senior management is necessary, yet within the

current hierarchical structure, change must be sensitively approached. Therefore, there

should not be an immediate rejection of traditional tried and tested management styles.

Rather, senior management should seek more democratic styles and if necessary retrain

to incorporate more collegial methods such as those proposed by Cardno (1998). Since

collegial models entail sensitive issues of dialogue, ownership and shared vision and

culture, models of managed collaboration should be implemented to achieve

more effective strategic planning.

The setting up a Curriculum Department would be central to such a collegial system and

should ideally place library services at the heart of syllabi in the role of active

collaborators. Naturally, the particular needs of different institutes and technical natures

of the various programmes should be considered. However, this should not greatly

distract from the necessity to refine and the streamline the current fragmented and non-

standardised management. The College could adopt a quality management system

creating common policies and procedures for using LLRC facilities thus saving human

resources, time and money.

5.2 Attaining effective strategic planning

Curriculum initiatives such as the introduction of IL programmes can actualise the long

term vision of turning the College into a learning organisation but require

implementation according to correct standards through collaborative measures. Strong

leadership and long-term goal-specific planning therefore need to be carried out through

strategic partnerships operating at various levels including at curriculum design, policy

development and staff development. One avenue to explore could be identifying key

change agents to engage others in partnerships based on jurisdiction,

relevance and expertise.

Senior management need to decide how to manage collegial working practices, practical

short term goals and the co-ordination and control of the pace of change, allowing time

to develop and evaluate progress especially with the introduction of new technologies

and IL. Change must not be seen as removed from the classroom reality otherwise

people will feel threatened, powerless, incompetent and uncertain, thus resisting rather

than understanding, accepting and embracing change. There must also be perceived

physical rewards or enhanced prestige or reputation. Staff must be motivated to change,

feeling they can achieve results whilst having a degree of control (Bandura, 1988).

5.3 Staff development and the transformation of teaching/learning processes

Lecturing and library staff must be allowed to evolve into reflective practitioners

allowed to harness the principles of practicality, collegiality and reflection as described

by Hargreaves and Dawe (1990). Staff must also be allowed to feel free to question

basic assumptions about the organisation and their teaching as advocated by the labour

process theory of Sayer (1986) and Conti and Warner (1993). Therefore staff

development that provides motivation and encouragement is a crucial part

of the transformation process.

Engaging more professionally trained library staff would enable the re-organisation of

library human resources along more modern organigraphs rather than hierarchical

models in which chains or hubs are created through which people,

resources and information move.

Thus collaboration through a web structure would allow open-ended communication in

which staff would have graded responsibilities to allocate, control, co-ordinate, link and

energise various collaborations with each other and with other lecturing staff.

This new collaborative style of management would also influence the relationship with

learning support staff. The two entities could work better together rather than

independently, amalgamating time and resources whilst maintaining separate identities.

Uniting forces through collaborative management systems and educational programmes

would slowly but effectively transform the learning and teaching cultures as well as

their perceived roles within the College thus transforming them into effective change

agents when collaborating with other academic staff, bringing about incremental

changes to prevalent traditional pedagogies.

Motivated staff supported by research and reflective classroom teaching can create

learning environments in which the learner wants to learn and learns by doing.

Reflective practice also encourages students to learn from feedback and digest what has

been learnt. This would fulfil the main criteria for independent learning to take place as

suggested by Race (1994). More collaborative teaching would in turn be able to

promote more collaborative learning through which students can learn at their own pace

at times and places of their own choosing and where they can feel in control of their

development whether learning alone or through purposeful socialisation.

5.4 The learner-centred organisation

With support from educational leaders, flexible learning as described by Gillham (1995)

can become a workable compromise as lecturers maintain professional responsibilities

and personal contact with students. Murphy (1991) insists on flexible structures that

teaches higher order thinking skills. Therefore the inclusion of IL initiatives integrated

within the curriculum may be especially beneficial.

Such initiatives would ideally first identify learners’ needs and view the learning

process in context of the national culture and vocational education scenario. It should

be used to respond to learners’ capabilities and address their expectations and

uncertainties within the global context. Thus, when transforming the College into a

learner-centred organisation, appropriate organisational structures need to have been

already designed and established so that effective delivery is based on informed practice

that can perpetuate new initiatives and continue to develop them from strength to

strength. Such transformative schemes should take into account a number of variables

such as sources of expertise, funding and available technology. Within the current

situation, there are two main imperatives issues to be addressed, namely, increased

human resources and their development as well as securing enough funding to ascertain

that current state of the art LLRC/LSU resources are maintained and regularly updated.

5.5 Developing adaptive learning environments: redesigning the LLRC

The way forward for the LLRC is its development into a fully fledged hybrid library

and resource centre. This will be more realistically attainable once all institutes relocate

to the main Campus as envisaged within the Strategic Plan. As the LLRC continues to

be developed, redesigning the physical space should continue along current ideas but

allow for more space for collaborative research and studying through purposeful

socialisation. Investing in new technology should not be an end in itself but a way of

providing stimulating, interesting and relevant learning environments. This in

conjunction with staff development opportunities for lecturers and librarians could

potentially transform the teaching and learning processes in which collaborative

initiatives and pedagogies suitably address learner needs.

Expanding the concept of an LLRC which incorporates a more prominent and effective

LSU could reorganise human and financial resources better thus yielding better

performance and results. The incorporation of a better designed LSU would make

better use of existing space as well as facilitate collaboration and strengthen positive

dynamics between librarians, support and other lecturing staff.

One way in which this can be actualised is the adaptation of the current learning

environment. This would entail maintaining a central LLRC/LSU hub as a visible

physical structure at the heart of the campus while additional subsidiary research and

learning support labs (RLSLs) could be set up in the different institutes.

Retaining the central LLRC/LSU building on main campus would serve as an iconic

reminder to all staff and students of its role and purpose while its role as a hub for

information would ease the pressures off its main human and infrastructural resources.

Diagram 1 graphically displays this envisaged management system of

information and learning support services.

Diagram 1

This system could lead to better use of resources and increased yields from current and

future IT investments. Technologies such as email and video-conferencing sessions

could save time and human resources as well as enabling collaboration between the

different staff members. Institute lecturers would share the responsibility of teaching

their students the necessary information literacy skills with learning support lecturers

having the resources and space of RLSLs to support all students and lecturers

with their information requirements.

LLRC LSU

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

InstituteRLSL

These, combined with library services, could lead to librarians and support staff taking a

central role in institute educational management and curriculum development.

These suggestions could potentially transform vocational teaching and learning

processes. Brown and Currier (2001) suggest that information professionals and

learning support staff are usually more alert to pedagogical development, therefore

initiating organisational change through the LLRC and LSU along the suggestions

within this study seems to be a feasible way forward for change

to occur at grassroot level.

Consequently, the evolution of the role of the LLRC and its library, learning support and

technological facilities, the use of new technologies, sound information literacy

instruction, and supporting organisational transformation through the implementation of

collaborative systems at all levels could be the key towards unlocking the potential for

more independent and life-long learning of students thus bringing the Strategic Plan to

fruition and transforming the College into a true learning community.

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