Collaborate to Educate: Designing Cross-Discipline Information Literacy Instruction for First-Year Students
Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 1002
Abstract
Writing faculty and librarian collaborations are gaining attention as effective methods for teaching information literacy (IL) skills (Barratt, Nielson and Desmet; Deitering and Jameson; Donham and Green). This panel introduces a collaborative IL unit for a first-year writing course that draws upon the expertise of librarians, writing instructors, and writing center tutors. The unit replaces the one-shot library session with three weeks of IL training during which student teams learn a specific research skill, determine how to teach the skill to peers, and create a 2-5 minute video teaching the skill to a peer audience. The project culminates in the class using each group video to conduct academic research for a working bibliography, thus furthering students’ knowledge of approximately six research skills and a new writing genre. This panel focuses on how we—a librarian, a writing instructor, and a writing center tutor—collaborated to create the unit to further students’ IL skills while simultaneously emphasizing writing and delivery so that students effectively teach IL skills to a peer audience. We discuss the process of creating the IL unit with specific emphasis on collaboration among our diverse academic disciplines and support systems. Each panel participant presents information on their role in the unit creation and teaching. The panel includes discussion and recommendations for successful IL collaborations and overcoming obstacles in designing and implementing collaborative IL assignments.
Presentation Description
This panel describes a collaborative IL unit designed by a writing instructor, librarian, and a writing center tutor. The unit replaces the one-shot library session with a 3 week unit that asks students to learn a research skill and teach this skill to their peers by creating a video tutorial. Presenters discuss effective design and overcoming obstacles in IL collaborations.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Starnes, Katt; Saar, Michael; and Parker, Salena, "Collaborate to Educate: Designing Cross-Discipline Information Literacy Instruction for First-Year Students" (2015). Georgia International Conference on Information Literacy. 32.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/32
Collaborate to Educate: Designing Cross-Discipline Information Literacy Instruction for First-Year Students
Room 1002
Writing faculty and librarian collaborations are gaining attention as effective methods for teaching information literacy (IL) skills (Barratt, Nielson and Desmet; Deitering and Jameson; Donham and Green). This panel introduces a collaborative IL unit for a first-year writing course that draws upon the expertise of librarians, writing instructors, and writing center tutors. The unit replaces the one-shot library session with three weeks of IL training during which student teams learn a specific research skill, determine how to teach the skill to peers, and create a 2-5 minute video teaching the skill to a peer audience. The project culminates in the class using each group video to conduct academic research for a working bibliography, thus furthering students’ knowledge of approximately six research skills and a new writing genre. This panel focuses on how we—a librarian, a writing instructor, and a writing center tutor—collaborated to create the unit to further students’ IL skills while simultaneously emphasizing writing and delivery so that students effectively teach IL skills to a peer audience. We discuss the process of creating the IL unit with specific emphasis on collaboration among our diverse academic disciplines and support systems. Each panel participant presents information on their role in the unit creation and teaching. The panel includes discussion and recommendations for successful IL collaborations and overcoming obstacles in designing and implementing collaborative IL assignments.
