Type of Presentation
Panel
Target Audience
Higher Education
Location
Session One Breakouts
Proposal
Faculty and librarian collaboration is key in the quest for information literacy. As part of the reaccreditation effort at Lord Fairfax Community College -- a two-year institution in northwestern Virginia -- the QEP Leadership Team sought LFCC Librarians’ assistance in a multifaceted, 5-year, information literacy initiative. This effort included the addition of a librarian to the all-faculty QEP Leadership Team, the redesign of composition courses, and professional development through a new LFCC program: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grants.”
Data obtained from the mini-grant program show that LFCC faculty engaged in this multifaceted initiative gained an appreciation for collaboration with librarians and across disciplines, a better understanding of library resources, and knowledge about how to implement information literacy training in their own classes. Mini-grant data reveal the initiative has led to faculty empowerment and greater college-wide engagement in the reaccreditation effort. Most importantly, college-wide assessment data show the students’ information literacy skills are improving.
This interactive presentation will address LFCC’s experience, including an overview of the collaborative process, strategies for the implementation of the process, and a summary of lessons learned. More specifically, participants will learn about LFCC’s course redesign process and the mini-grant program, and they will be given materials which they may use to implement collaborative programs at their own institutions. Participants will also have the opportunity to ask questions and share their experiences at their institutions.
Presentation Description
Faculty and librarian collaboration can have a significant positive impact on the students’ information literacy skills. Participants in this interactive session will be introduced to faculty-driven, collaborative, information literacy initiatives at Lord Fairfax Community College. Participants will discover practical strategies for improving faculty and librarian collaboration, with an emphasis on course redesign and the professional development initiative: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grant.” Participants will leave with materials, which they may adapt for use in their institutions.
Keywords
Information Literacy, Faculty, Librarians, Collaboration, Engagement, Professional development, Improvement of instruction, Mini-Grants, Composition, QEP
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Lewis, Kimmarie W., "Faculty-Librarian Information Literacy Collaboration" (2021). Georgia International Conference on Information Literacy. 6.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/6
Faculty-Librarian Information Literacy Collaboration
Session One Breakouts
Faculty and librarian collaboration is key in the quest for information literacy. As part of the reaccreditation effort at Lord Fairfax Community College -- a two-year institution in northwestern Virginia -- the QEP Leadership Team sought LFCC Librarians’ assistance in a multifaceted, 5-year, information literacy initiative. This effort included the addition of a librarian to the all-faculty QEP Leadership Team, the redesign of composition courses, and professional development through a new LFCC program: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grants.”
Data obtained from the mini-grant program show that LFCC faculty engaged in this multifaceted initiative gained an appreciation for collaboration with librarians and across disciplines, a better understanding of library resources, and knowledge about how to implement information literacy training in their own classes. Mini-grant data reveal the initiative has led to faculty empowerment and greater college-wide engagement in the reaccreditation effort. Most importantly, college-wide assessment data show the students’ information literacy skills are improving.
This interactive presentation will address LFCC’s experience, including an overview of the collaborative process, strategies for the implementation of the process, and a summary of lessons learned. More specifically, participants will learn about LFCC’s course redesign process and the mini-grant program, and they will be given materials which they may use to implement collaborative programs at their own institutions. Participants will also have the opportunity to ask questions and share their experiences at their institutions.
