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Three Shots Are Better than One: Establishing and Evaluating the English Library Instruction Pilot

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Title: Three Shots Are Better than One: Establishing and Evaluating the English Library Instruction Pilot
Language: English
Authors: Amy McLay Paterson (ORCID 0000-0002-0016-6356), Benjamin Mitchell (ORCID 0000-0002-0142-2075), Stirling Prentice, Elizabeth Rennie
Source: Journal of Information Literacy. 2024 18(2):140-168.
Availability: CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Library Instruction, Repetition, Information Literacy, Universities, Academic Libraries, Academic Language, College English, Standards, Introductory Courses, Teaching Methods, Instructional Improvement, Instructional Effectiveness, Librarians, Librarian Teacher Cooperation, College Faculty, Teacher Attitudes, Librarian Attitudes, Foreign Countries
Geographic Terms: Canada
ISSN: 1750-5968
Abstract: In an attempt to expand Information Literacy (IL) instruction beyond the one-shot, the Thompson Rivers University (TRU) Library established the English Library Instruction Pilot (ELIP) in 2023- 2024. Students involved in the project participated in a series of three tutorials. The outcomes of the tutorials were aligned to both their Introduction to Academic Writing (English 1100) class and the "ACRL Framework for Information Literacy." In experimenting with the new model, we asked the following questions: (1) did the ELIP programme help students succeed in their associated English 1100 courses?; (2) does more integrated instruction aid in relationship-building between the library and the TRU community?; and (3) how can we improve our instruction practices to better meet student needs? This paper discusses the formation of the programme, the results from our evaluation of it, and reflects on future directions and improvements. Through an examination of student assignments, a faculty feedback survey, and reflective journaling of librarian instructors, we conclude that the programme helped students complete the outcomes of their associated English 1100 class. It also contributed to relationship-building between the library and the university community and helped significantly improve existing teaching practices and materials in the library. The ELIP programme is unique in its departure from both the one-shot and credit course IL models, and we hope that our reflections will encourage other librarians to reflect and experiment with their instructional spaces.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456213
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Amy+McLay+Paterson%22">Amy McLay Paterson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0016-6356">0000-0002-0016-6356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Benjamin+Mitchell%22">Benjamin Mitchell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0142-2075">0000-0002-0142-2075</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stirling+Prentice%22">Stirling Prentice</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Rennie%22">Elizabeth Rennie</searchLink>
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  Data: CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
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  Data: In an attempt to expand Information Literacy (IL) instruction beyond the one-shot, the Thompson Rivers University (TRU) Library established the English Library Instruction Pilot (ELIP) in 2023- 2024. Students involved in the project participated in a series of three tutorials. The outcomes of the tutorials were aligned to both their Introduction to Academic Writing (English 1100) class and the "ACRL Framework for Information Literacy." In experimenting with the new model, we asked the following questions: (1) did the ELIP programme help students succeed in their associated English 1100 courses?; (2) does more integrated instruction aid in relationship-building between the library and the TRU community?; and (3) how can we improve our instruction practices to better meet student needs? This paper discusses the formation of the programme, the results from our evaluation of it, and reflects on future directions and improvements. Through an examination of student assignments, a faculty feedback survey, and reflective journaling of librarian instructors, we conclude that the programme helped students complete the outcomes of their associated English 1100 class. It also contributed to relationship-building between the library and the university community and helped significantly improve existing teaching practices and materials in the library. The ELIP programme is unique in its departure from both the one-shot and credit course IL models, and we hope that our reflections will encourage other librarians to reflect and experiment with their instructional spaces.
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      – Text: English
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        PageCount: 29
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      – SubjectFull: Library Instruction
        Type: general
      – SubjectFull: Repetition
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      – SubjectFull: Information Literacy
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      – SubjectFull: Universities
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      – SubjectFull: Academic Libraries
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      – SubjectFull: Standards
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      – TitleFull: Three Shots Are Better than One: Establishing and Evaluating the English Library Instruction Pilot
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