Librarian – Faculty Collaborations: Information Literacy Instruction Across Campus
Type of Presentation
Poster Session (45 minutes)
Target Audience
Higher Education
Location
Lobby
Abstract
What started as a pilot between the Library and the English Department at university in New York has turned into one of the most successful collaborations on campus. Beginning in Fall 2010, department heads from both academic areas sat down with the goal of creating a partnership that would have a lasting impact on all those involved. What was decided upon was Library faculty pairing with English professors who were teaching English 2 (an introductory writing course) with the goal of providing two targeted research sessions directly tied to course goals and assignments. This differed from past practices where the class session might begin with a library overview followed by information literacy instruction.
Over the course of the following four academic years, the collaboration has grown substantially including many student successes measured by both direct and indirect assessments. These instruments include a rubric for which student artifacts would be assessed as well as a self-reporting student survey. Results indicate that the students understand the concepts being taught and that the teaching methods used in the classroom are effective.
This poster focuses on the creation of the collaboration and the pre-planning with teaching faculty to develop targeted information literacy instruction sessions. It will also discuss the types of instruction provided, in what ways the partnership benefits all parties involved and demonstrate ways in which others can engage in collaborations with their respective teaching faculty and departments. Lastly, it will present the results of the direct and indirect assessment measures and how those results are being used to support any academic decisions concerning information literacy instruction across campus.
Presentation Description
This poster focuses on the creation of the collaboration and the pre-planning with teaching faculty to develop targeted information literacy instruction sessions. It will also discuss the types of instruction provided, in what ways the partnership benefits all parties involved and demonstrate ways in which others can engage in collaborations with their respective teaching faculty and departments. Lastly, the poster will present the results of the direct and indirect assessment measures and how those results are being used to support any academic decisions concerning information literacy instruction across campus.
Keywords
collaborations, information literacy, assessment
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Rivera, Eduardo Jr and Paretta, Lawrence, "Librarian – Faculty Collaborations: Information Literacy Instruction Across Campus" (2018). Georgia International Conference on Information Literacy. 28.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/28
Librarian – Faculty Collaborations: Information Literacy Instruction Across Campus
Lobby
What started as a pilot between the Library and the English Department at university in New York has turned into one of the most successful collaborations on campus. Beginning in Fall 2010, department heads from both academic areas sat down with the goal of creating a partnership that would have a lasting impact on all those involved. What was decided upon was Library faculty pairing with English professors who were teaching English 2 (an introductory writing course) with the goal of providing two targeted research sessions directly tied to course goals and assignments. This differed from past practices where the class session might begin with a library overview followed by information literacy instruction.
Over the course of the following four academic years, the collaboration has grown substantially including many student successes measured by both direct and indirect assessments. These instruments include a rubric for which student artifacts would be assessed as well as a self-reporting student survey. Results indicate that the students understand the concepts being taught and that the teaching methods used in the classroom are effective.
This poster focuses on the creation of the collaboration and the pre-planning with teaching faculty to develop targeted information literacy instruction sessions. It will also discuss the types of instruction provided, in what ways the partnership benefits all parties involved and demonstrate ways in which others can engage in collaborations with their respective teaching faculty and departments. Lastly, it will present the results of the direct and indirect assessment measures and how those results are being used to support any academic decisions concerning information literacy instruction across campus.
