Faculty/Librarian Collaboration: a Faculty Perspective on Information Literacy Instruction

Abstract

Library literature continues to address the value of librarian/faculty collaboration and its impact on student learning. However, faculty often have a negative impression of librarian-led information literacy (IL) instruction for their students. Using a pre/post design, this study examined the effectiveness of IL instruction for History & Systems of Psychology students. Results indicated that there was no significant different in grade distributions between pre and post groups. However, there was a significant qualitative impact from IL instruction on student learning and overall confidence in the classroom. This paper discusses the positive experience, from the faculty perspective, of librarian-led IL instruction. This study differs from previous studies in that the faculty member discovered not only the value of targeted library instruction for students, but how this instruction positively impacted his own teaching and assignment design.

Library literature continues to address the value of librarian/faculty collaboration and its impact on student learning. However, faculty often have a negative impression of librarian-led information literacy (IL) instruction for their students. Using a pre/post design, this study examined the effectiveness of IL instruction for History & Systems of Psychology students. Results indicated that there was no significant different in grade distributions between pre and post groups. However, there was a significant qualitative impact from IL instruction on student learning and overall confidence in the classroom. This paper discusses the positive experience, from the faculty perspective, of librarian-led IL instruction. This study differs from previous studies in that the faculty member discovered not only the value of targeted library instruction for students, but how this instruction positively impacted his own teaching and assignment design.

Library literature continues to address the value of librarian/faculty collaboration and its impact on student learning. However, faculty often have a negative impression of librarian-led information literacy (IL) instruction for their students. Using a pre/post design, this study examined the effectiveness of IL instruction for History & Systems of Psychology students. Results indicated that there was no significant different in grade distributions between pre and post groups. However, there was a significant qualitative impact from IL instruction on student learning and overall confidence in the classroom. This paper discusses the positive experience, from the faculty perspective, of librarian-led IL instruction. This study differs from previous studies in that the faculty member discovered not only the value of targeted library instruction for students, but how this instruction positively impacted his own teaching and assignment design.