Purpose

In most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.

Design/methodology/approach

Using a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.

Findings

Faculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.

Research limitations/implications

Because there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.

Practical implications

This study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.

Originality/value

While much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

中文翻译：

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图书馆员，走出课堂！：改进的教师主导的 IL 教学如何改善学生的学习

目的

在大多数高等教育机构中，信息素养 (IL) 教学通常被视为图书馆员的职权范围，而非学科教师。然而，一小部分但不断增长的研究表明，当在课程或学科的背景下教授这些技能时，学生可以最好地学习研究过程。出于这个原因，教师应该分享 IL 教学的所有权——但如何呢？在本案例研究中，社区大学图书馆员解释了他们如何成功培训教师将 IL 融入他们的英语作文课程并独立教授 IL。

设计/方法/方法

使用多种方法，调查人员利用教师访谈、学生调查和学生论文的内容分析来评估教师主导的 IL 教学对学生在一学期后学习的影响。

发现

教职员工报告说，他们的 IL 教学得到了改进，并且由于与图书馆员的合作，学生的工作效率更高。与前几个学期相比，教师认为学生在写作中综合和引用证据的能力有所提高。学生调查结果表明他们感知到 IL 技能的提高，但对他们的书面工作的评估显示这种感知与这些技能的实际应用之间存在差异。

研究限制/影响

由于没有对照组，因此无法得出教师主导的 IL 教学是否与图书馆员主导的 IL 教学一样有效，或者学生的学业成绩是否因教师教授 IL 而提高的结论。然而，这项研究的目的主要是描述性的。它解决了其他图书馆如何在其校园内创造一种共享 IL 教学所有权的文化。

实际影响

本研究为图书馆教学提供了一种替代模式，并建议教学图书馆员可以优先考虑他们的外展和教学工作，以最大限度地影响学生学习。

原创性/价值

虽然已经有很多关于图书馆员如何改进 IL 教学的文章，但很少有研究提到教师的作用。这个案例研究开始了对话。