Purpose

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

Design/methodology/approach

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

Findings

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Originality/value

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

中文翻译：

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纳米比亚大学图书馆馆藏开发方面的教师与图书馆员合作，特别是电子资源

目的

本研究的目的是确定教学人员在馆藏开发方面与图书馆员合作的程度，特别是在电子资源方面，并确定他们在开展馆藏开发活动时遇到的障碍。

设计/方法论/途径

该研究采用了混合方法。使用数据收集和分析的定量和定性技术来获得对研究主题的全面理解。通过自填问卷和访谈收集数据。共有 149 名教职员工完成了调查问卷，回复率为 51.2%，同时还采访了 16 名图书馆工作人员以获得定性数据。

发现

大多数参与研究的教学人员确认他们在馆藏开发方面与学科馆员进行了合作。很高比例（62.4%）的教职员工与学科馆员合作开展馆藏开发活动。只有37.6%的教职员工没有参加过与学科馆员共同开展馆藏开发活动以获取图书馆电子资源。据教职员工称，影响纳米比亚大学馆藏发展的一些主要挑战是缺乏电子资源目录和缺乏供应商的书目清单。此外，图书馆员并不总是能够为教职人员提供帮助。建议教师参与材料选择过程，并在图书馆员和教师之间培养良好的关系，为馆藏开发活动带来价值。

原创性/价值

电子资源的馆藏开发是一个由单一实体承担的复杂过程，因此需要所有相关利益相关者的协作。就高等教育机构而言，这些利益相关者包括教师、图书馆员和供应商。各种电子资源的出现要求图书馆采取周密的策略，以确保它们能够提供各种最新且准确的资源，以满足用户不断变化的需求。据作者所知，纳米比亚以前从未进行过类似的研究。本案例研究不仅在纳米比亚大学图书馆，而且在具有类似特征的经济体中的其他学术图书馆，提供了关于教师与图书馆员合作以有效开发馆藏的有用发现和经验教训。