Academic Libraries and the Credit-Bearing Class: A Practical Approach

Burke, Margaret

doi:10.15760/comminfolit.2012.5.2.110

Cited by 16 publications

(7 citation statements)

References 15 publications

(4 reference statements)

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“…18 Burke looked at the practical considerations that credit-course teachers must consider, including questions of assessment, retention, and delivery method. 19 On the question of course delivery, some researchers looked at web-based models of IL credit-courses as a way of meeting student needs outside of a formal classroom setting. 20 One popular model seems to be the integration of IL credit-courses into other disciplines.…”

Section: Carving Out Space In the Classroommentioning

confidence: 99%

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Edwards¹

2018

RUSQ

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In recent years, we have seen a proliferation of the amounts of information that we’re exposed to, and our ability to critically navigate that information hasn’t kept pace with the speed at which it’s coming at us. As information professionals we must ask ourselves—what is our role in helping students and patrons navigate information? What value can we add in a world where information is increasingly complex, contradictory, and competitive? Are our traditional methods of delivering information literacy enough? This paper looks at the evolution of information literacy instruction from the skills in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) through the newly adopted Framework for Information Literacy for Higher Education (2016), using examples from my own experience as a reference and teaching librarian. I will focus on how the ways in which we reach students has changed—from one-shot information literacy sessions to more in-depth interactions with students under the new Framework. I will argue, ultimately, that to truly serve students in our current information age, librarians must consider moving even deeper into the classroom, developing and teaching information literacy and critical thinking skills for credit in the college and university setting, and I will highlight a course I developed at my own institution.How will this change what we do in the classroom?

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Section: Carving Out Space In the Classroommentioning

confidence: 99%

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Edwards¹

2018

RUSQ

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“…For example, good additional overviews of credit course development include work done by Daugman, McCall and McMahan (2012) at Wake Forest University, Burke (2011) at Hofstra University, Bernnard and Jacobson (2002) at the University of Albany, Wilkinson and Cairns (2010) at the University of Tennessee, and Goebel and Neff (2007) at the University of Alberta's Augustana campus. These reviews provide useful case studies in course design and curriculum development, with Gobel and Neff also identifying some of the workload challenges for librarians.…”

Section: Literature Reviewmentioning

confidence: 99%

A Course of Our Own: Taking an Information Literacy Credit Course from Inception to Reality

Raven

Rodrigues

2017

Partnership

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Since 2009 librarians at Mount Saint Vincent University in Halifax, Nova Scotia have been teaching a fully weighted (half-unit/three credit) course in information literacy (IL), LIBR2100: Introduction to Research in the Information Age. Course sections are capped at 30 students with classes offered on campus in a traditional classroom/lab environment, and via distance using multimode technology. Now firmly established in the University's curriculum, required in three programs and an elective in all others, the course is in demand with growing wait lists requiring that multiple sections be offered each term.While the literature supports the positive outcomes of IL credit courses for both the students enrolled and the librarians teaching, few universities or colleges currently offer such an opportunity. Based on our positive experience at the Mount, accomplished with a professional librarian compliment of only five, we strongly recommend other universities and colleges consider seriously their ability to offer their own IL course.This article reflects on the steps taken by librarians at Mount Saint Vincent University to get a credit course in IL on the books, how we managed course implementation, and negotiated the inevitable workload demands. While we also briefly discuss course objectives and curriculum, and their evolution over time, these are not our primary focus. Because the literature is largely silent on the mechanics of getting an IL course Partnership: The Canadian Journal of Library and Information Practice and Research, vol. 12, no. 1 (2017) 2 mainstreamed in a university or college curriculum, this article focuses on outlining the phases of credit course development and traces an IL course from conception to reality.

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“…Six of these surveys addressed the prevalence of credit IL courses (Butterfield, 1973;Davis et al, 2011;Kirkendall, 1980;Mensching, 1989;Shirato and Badics, 1997; Thompson and University of Virginia Center for Survey Research, 2001). Two surveys examined the characteristics of these courses at a level of detail similar to our study, but both were limited by small sample sizes (Burke, 2012;Wittkopf, 1991). More tangentially to our survey, an additional two studies analyzed the online syllabi of 100 credit-bearing courses, looking at course characteristics outside our purview, including course content, and teaching and assessment techniques (Elrod et al, 2012;Hrycaj, 2006).…”

Section: Previous Surveys Of Credit-bearing Il Coursesmentioning

confidence: 99%

A survey of information literacy credit courses in US academic libraries

Cohen

Holdsworth

Prechtel

et al. 2016

RSR

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Purpose There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including percentages of libraries that offer credit courses, the number of credits offered, the audience and how public institutions differ from private nonprofits and for-profits. Design/methodology/approach The authors surveyed a stratified random sample of libraries at higher education institutions across all categories from the Carnegie Classification of Institutions of Higher Education. Qualtrics software was used to create and distribute the email survey. The response rate was 39 per cent (n = 691). Findings In all, 19 per cent of the institutions in the survey have IL credit courses taught by librarians. Large institutions, public institutions and those granting doctoral degrees are the most likely to offer IL credit courses. The majority of these courses are undergraduate electives of 1-2 credit hours offered under the library aegis, although a significant minority are required, worth 3-4 credit hours, and taught within another academic department or campus-wide program. Originality/value The findings update previous surveys and provide a more granular picture of the characteristics of librarian-taught credit-bearing courses, the types of academic institutions that offer them and compensation teaching librarians receive. This survey is the first study of credit-bearing IL instruction to include for-profit colleges and universities.

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Academic Libraries and the Credit-Bearing Class: A Practical Approach

Cited by 16 publications

References 15 publications

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

A Course of Our Own: Taking an Information Literacy Credit Course from Inception to Reality

A survey of information literacy credit courses in US academic libraries

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