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STRENGTHENING ACADEMIC COLLABORATION: A SYSTEMATIC LITERATURE REVIEW OF FACULTY-LIBRARIAN PARTNERSHIPS IN HIGHER EDUCATION
This systematic literature review explores the evolving collaboration between academic librarians and faculty members in higher education, focusing on competencies, perceptions, and barriers that shape effective partnerships. Studies from 2015 to 2024 were systematically identified and evaluated using the PICOS framework and PRISMA guidelines within the Scopus and Web of Science databases. Papers written in languages other than English and not pertaining to higher education were not considered. To fulfil the inclusion requirements, the major emphasis was on research that studied collaborative practices in academic libraries with the purpose of improving the educational experiences of undergraduate students. There were 19 papers included, with 53% qualitative, 26% quantitative, and 21% mixed-method approaches. Results reveal librarians' critical roles in instructional support, information literacy, and academic resource integration. However, faculty often perceive librarians as secondary support staff, hindering collaborative potential. Barriers include unclear institutional roles, limited communication, and lack of sustained engagement. Recommended strategies include embedded librarianship, mutual professional development, and curricular integration. The study frames academic collaboration within the Islamic principle of ‘ṭalab al-‘ilm’ (pursuit of knowledge), highlighting its significance in Muslim-majority academic environments like UiTM. The findings offer actionable recommendations to enhance educational outcomes through integrated library services and support interprofessional synergy in higher education.
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