Location

Room 1220 A

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Whitworth University Library developed Library Instruction/ Information Literacy Objectives based on the ACRL Information Literacy Competency Standards for Higher Education that we have been using for the past decade. Endorsed, in 2008 by the Library & Information Resources Committee, comprised of teaching faculty, these objectives are aimed at specific learning outcomes for the First Year Seminar, writing composition, and discipline specific courses. The progression of information literacy skills reflected in these objectives begins at the basic introductory level, then moves on to basic research skills, and finally to complex discipline specific research skills. Faculty buy-in has been sporadic and uneven among the disciplines over the years. Although teaching faculty encounter a lack of library research ability in student work, they are puzzled regarding a remedy. They often do not turn to librarians for solutions. The hope is that overlaying the library’s literacy objectives with the more philosophical ACRL Framework for Information Literacy for Higher Education will enable librarians and teaching faculty at Whitworth University to understand one another better. We hope that this will foster an understanding of common learning outcomes for teaching faculty and librarians to partner together in teaching information fluency to students in all disciplines, perhaps assessable by rubrics developed collaboratively. We plan to share efforts of current librarian partnerships that exist with the Director of First-Year Programs and the Director of the University Writing Program.

Presentation Description

How one university library is transitioning library research instruction from the ACRL Information Literacy Competency Standards for Higher Education to the new ACRL Framework for Information Literacy for Higher Education. In so doing the library and teaching faculty become more collaborative and understanding of each other’s information fluency objectives for students.

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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Sep 25th, 2:45 PM Sep 25th, 4:00 PM

Partnering with Teaching Faculty to incorporate the Framework for Information Literacy for Higher Education

Room 1220 A

Whitworth University Library developed Library Instruction/ Information Literacy Objectives based on the ACRL Information Literacy Competency Standards for Higher Education that we have been using for the past decade. Endorsed, in 2008 by the Library & Information Resources Committee, comprised of teaching faculty, these objectives are aimed at specific learning outcomes for the First Year Seminar, writing composition, and discipline specific courses. The progression of information literacy skills reflected in these objectives begins at the basic introductory level, then moves on to basic research skills, and finally to complex discipline specific research skills. Faculty buy-in has been sporadic and uneven among the disciplines over the years. Although teaching faculty encounter a lack of library research ability in student work, they are puzzled regarding a remedy. They often do not turn to librarians for solutions. The hope is that overlaying the library’s literacy objectives with the more philosophical ACRL Framework for Information Literacy for Higher Education will enable librarians and teaching faculty at Whitworth University to understand one another better. We hope that this will foster an understanding of common learning outcomes for teaching faculty and librarians to partner together in teaching information fluency to students in all disciplines, perhaps assessable by rubrics developed collaboratively. We plan to share efforts of current librarian partnerships that exist with the Director of First-Year Programs and the Director of the University Writing Program.