Articulation between teaching and university libraries: strategies for the improvement of academic practices
Keywords:
university libraries, teaching, academic practices, articulation.Abstract
Objective. To compare the articulation strategies between teaching and university libraries implemented in three Latin-American higher education institutions, with a view to improving academic practices. Design/Methodology/Approach. A mixed design of concurrent triangulation was used. Three university libraries from Chile, Colombia and Mexico participated. 180 questionnaires were applied to teachers and students, 12 semi-structured interviews were conducted with librarians and 4 focus groups with 24 teachers. SPSS was used for quantitative data analysis, whereas qualitative data were analyzed thematically using NVivo. Results/Discussion. As results, patterns were identified such as the high valuation of information literacy, the gap between the supply and demand of services, and trust as a collaborative basis. The frequency of formal collaboration was higher in the Chilean library and technological integration stood out in the Colombian library. In the case of the Colombian library, it showed lower scores and dependence on individual initiatives. The correlational analysis evidenced a positive association between formal collaboration and perceived satisfaction and usefulness. By applying triangulation, it was confirmed that institutionalization and sustained collaborative culture contribute to a stronger articulation. On the other hand, technology strengthens trust relationships. Conclusions. To achieve improvements in academic practices, formal articulation policies, pedagogical training of librarians, proactive communication of services, and continuous evaluation are necessary. Contribution/Originality/Value. The study carries out a comparative analysis that evidenced that the institutionalization of collaboration is a key factor and establishes a group of recommendations for the strengthening of the educational role in libraries in higher education.
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Copyright (c) 2026 Pedro Luis Bracho-Fuenmayor, Daniel Mijahuanga Chumbe, Luly Stephanie Ricardo Jiménez, Jackeline García López
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