If you or others at your institution are interested in finding out how your library contributes to faculty teaching, a review of course content can be a point of analysis for library impact and value. The Value Report answers the question, “How does the library contribute to faculty teaching?” in this way:
Most librarians think only of their contributions to library instruction, such as guest lectures, online tutorials, and LibGuides. However, libraries contribute to faculty teaching in a variety of ways. They provide resources that are integrated into course materials on a massive scale (a value that is long overdue to be adequately captured and communicated). They collaborate with faculty on curriculum, assignment, and assessment design. (Value Report, p. 134)
To measure library impact on faculty teaching, we can look at syllabi, assignments, course reading lists, course websites, course reserves, and more. Questions to ask in the perusal of course content include: Where, in these documents, are library resources used or referred to? Where could (or should) library resources be more integrated into a course?
Data sources for course information are not too hard to come by: course syllabi are often archived on a department website or in a departmental office, and depending on your institution’s online courseware, you may be able to gain viewing privileges for course websites. Information on course reserves is available within the library, and librarians may survey their colleagues to learn about collaborations between instructors and librarians on curriculum, assignment, and/or assessment design.
A library-focused analysis of course content can illuminate connections between various types of library use and institutional mission and outcomes. And if your library is not currently collecting data on these potential correlations, it’s worth considering.