Teaching and Learning Information Literacy: Embedded Library Science Students in Undergraduate English Courses
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220A
Proposal
Inspired by recent research demonstrating that embedded librarianship—a practice in which librarians function as co-teachers in traditional courses—yields impressive results in terms of students’ information literacy gains, the researchers have developed a project in which Library Science students enrolled in Information Sources and Services (traditionally known as “Reference Class”) serve as embedded librarians for groups of first and second-year composition students. The library science students practice their bibliographic instruction, reference interview, and searching skills by helping the English students to define their research topics, locate and evaluate relevant sources of information, and properly cite and document that information. After some brief background concerning rationale and logistics, the researchers will share comparative data related to the research sample and a control group of undergraduate Composition students, including the results of pre and post information literacy surveys as well as statistics regarding the number and quality of sources cited by each group. In addition to illustrating the increase in the information literacy skills of the participating undergraduate students, this data will allow us to suggest some improvements for future embedded librarianship scenarios, particularly those involving Library Science students. Finally, the researchers will touch briefly on the impact of the project on Library Science students’ ability to teach information literacy skills within an embedded librarianship context.
Short Description
Inspired by recent research demonstrating that embedded librarianship—a practice in which librarians function as co-teachers in traditional courses—yields impressive results in terms of students’ information literacy gains, the researchers have developed a project in which Library Science students enrolled in Information Sources and Services (traditionally known as “Reference Class”) serve as embedded librarians for groups of first and second-year composition students. The library science students practice their bibliographic instruction, reference interview, and searching skills by helping the English students to define their research topics, locate and evaluate relevant sources of information, and properly cite and document that information. After some brief background concerning rationale and logistics, the researchers will share comparative data related to the research sample and a control group of undergraduate Composition students, including the results of pre and post information literacy surveys as well as statistics regarding the number and quality of sources cited by each group.
Keywords
Expository Writing, Research, Composition, Library Science, Embedded Librarianship, Experiential Learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Becnel, Kim E.; Pope, Jon C.; and Moeller, Robin A., "Teaching and Learning Information Literacy:
Embedded Library Science Students in Undergraduate English Courses" (2014). Georgia International Conference on Information Literacy. 6.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/6
Teaching and Learning Information Literacy: Embedded Library Science Students in Undergraduate English Courses
Room 1220A
Inspired by recent research demonstrating that embedded librarianship—a practice in which librarians function as co-teachers in traditional courses—yields impressive results in terms of students’ information literacy gains, the researchers have developed a project in which Library Science students enrolled in Information Sources and Services (traditionally known as “Reference Class”) serve as embedded librarians for groups of first and second-year composition students. The library science students practice their bibliographic instruction, reference interview, and searching skills by helping the English students to define their research topics, locate and evaluate relevant sources of information, and properly cite and document that information. After some brief background concerning rationale and logistics, the researchers will share comparative data related to the research sample and a control group of undergraduate Composition students, including the results of pre and post information literacy surveys as well as statistics regarding the number and quality of sources cited by each group. In addition to illustrating the increase in the information literacy skills of the participating undergraduate students, this data will allow us to suggest some improvements for future embedded librarianship scenarios, particularly those involving Library Science students. Finally, the researchers will touch briefly on the impact of the project on Library Science students’ ability to teach information literacy skills within an embedded librarianship context.
