Incentivizing Information Literacy Integration: A Case Study on Faculty-Librarian Collaboration
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| Title: | Incentivizing Information Literacy Integration: A Case Study on Faculty-Librarian Collaboration |
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| Language: | English |
| Authors: | Becker, Jill K., Bishop Simmons, Samantha, Fox, Natalie, Back, Andi, Reyes, Betsaida M. |
| Source: | Communications in Information Literacy. Dec 2022 16(2):167-181. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Literacy, Librarians, College Faculty, Librarian Teacher Cooperation, Library Instruction, Integrated Curriculum, Program Effectiveness, Teacher Attitudes, Barriers |
| ISSN: | 1933-5954 |
| Abstract: | Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty's perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty's feedback provided insights into their perceptions of librarians, their thoughts regarding librarians' unique expertise as pedagogical partners, and the challenges of collaborations. This case study considers the successes and challenges of the program and provides recommendations for future faculty-librarian collaborations that position librarians as partners in student learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1380278 |
| Database: | ERIC |
| Abstract: | Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty's perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty's feedback provided insights into their perceptions of librarians, their thoughts regarding librarians' unique expertise as pedagogical partners, and the challenges of collaborations. This case study considers the successes and challenges of the program and provides recommendations for future faculty-librarian collaborations that position librarians as partners in student learning. |
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| ISSN: | 1933-5954 |
