Faculty / Librarian Collaboration Toolkit: Instruction -- Classroom level

Key Findings

1. A number of libraries implemented an embedded model that gives librarians a presence in the course with purposeful interaction with students through consultation and discussion, employing varied methods of embedding:

1. Co-locating with liaison departments
2. Customized embedded services and resources (e.g. resource and research guides, librarian consultations, etc.)
3. Assignment-integrated IL sessions
4. Co-instruction – librarian a course instructor
5. Hybrid, flipped model combining online course materials and face-to-face instruction with digital content for review and reinforcement prior to class

2. One library established a “teach the teacher” model for integrating information literacy into the curriculum; e.g. librarians providing faculty with the skills for IL instruction to be deployed in the classroom
3. When providing virtual instruction or resource / service provision, need to consider issues related to online delivery via learning management system (LMS) related to interaction, feedback and evaluation of student performance
4. Give students opportunities for peer-to-peer learning and support, working together to master IL competencies
5. Since information literacy is too big a topic for librarians to teach alone and do an efficient and effective job, involve faculty to teach these skills
   1. Will need to overcome the reluctance on part of faculty to devote class-time to “skills-based” instruction, convincing them of the value of partnering with librarians to advance students’ ability to “learn how to learn”

Literature Review

Clifton, S., & Jo, P. (2016). A journey worth taking: Exploring a hybrid embedded library instruction model through three distinct cases. Medical

Reference Services Quarterly, 35(3), 305-318. doi:10.1080/02763869.2016.1189784

Cowan, S., & Eva, N. (2016). Changing our aim: Infiltrating faculty with information literacy. Comminfolit, 10(2), 163-163.

doi:10.15760/comminfolit.2016.10.2.31

Hackman, D., Francis, M., Johnson, E., Nickum, A., & Thormodson, K. (2017). Creating a role for embedded librarians within an active learning

environment. Medical Reference Services Quarterly, 36(4), 334-347. doi:10.1080/02763869.2017.1369280

Kinsley, K., Brooke Hill, L., & Maier-Katkin, D. (2014). A research and class model for future library instruction in higher education. New Library

World, 115(9/10), 482-495. doi:10.1108/NLW-05-2014-0057

McGowan, B., Gonzalez, M., & Stanny, C. (2016). What do undergraduate course syllabi say about information literacy? Portal: Libraries and the

Academy, 16(3), 599-617. https://preprint.press.jhu.edu/portal/sites/ajm/files/16.3mcgowan.pdf

Olesova, L., & Melville, A. (2017). Embedded library services: From cooperation to collaboration to enhance student learning in asynchronous

online course. Journal of Library & Information Services in Distance Learning, 11(3-4), 287-299. doi:10.1080/1533290X.2017.1404546

Paterson, S., & Gamtso, C. (2017). Information literacy instruction in an English capstone course: A study of student confidence, perception,

and practice. The Journal of Academic Librarianship, 43(2), 143-155. doi:10.1016/j.acalib.2016.11.005

Suggested Actions

Working closely with faculty members,

Establish support for IL instruction.

• Foster communication within the academic community to garner support for an information literacy program
• Attain or maintain campus administration and faculty commitment to integrate library instruction into the curriculum
• Establish or emphasize information literacy as a critical general education competency
  • Potentially as a component of critical thinking or lifelong learning

Establish a framework for IL instruction and assessment.

• Align IL programming and curriculum with course level curriculum
  • Conduct syllabi review or survey faculty to determine what happens and what is needed in regards to information literacy instruction
  • Establish IL learning objectives and teaching mythologies
  • Map curriculum to Framework (2016), adjusting program goals and outcomes accordingly
• Develop or obtain and then implement assessment tools and strategies for:
  • Pre-information literacy skills
  • Course and program level IL
  • Classroom level IL
• Provide a technological infrastructure for information literacy instruction
  • Maintain, enhance and expand as needed spaces and equipment including those applicable to the virtual environment

Establish curriculum and programming for IL instruction.

• Develop or review models of course-integrated information literacy assignments or projects
• Continue to develop the instructional components of the Library’s Web site

Establish a collaborative and competent team for IL instruction.

• Increase information literacy professional development opportunities for librarians and faculty
  • Introduce faculty to the concepts and curriculum of information literacy
  • Provide and support continuing education amongst librarians and faculty