Faculty‐librarian collaboration in improving information literacy of educational opportunity program students

Hsieh, Ma Lei; McManimon, Susan; Yang, Sharon

doi:10.1108/00907321311326246

Cited by 7 publications

(5 citation statements)

References 20 publications

(14 reference statements)

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“…11 Librarians have also explored student information literacy skills based on admission type, such as transfer students, 12 or participation in a specific program, such as an educational opportunity program. 13 First-generation college students constitute another specific group that has become increasingly of interest in academic libraries. One common thread in the literature focuses on identifying and reducing barriers to library services for first-generation students.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Information Literacy Skills of First-Generation College Students

LeMire

Hahn

et al. 2021

CRL

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Academic libraries, together with their colleges and universities, are increasingly identifying first-generation college students as an underserved population that is likely to experience barriers to library access and usage. Less is known, however, about the information literacy skills of first-generation students, particularly in comparison with their continuing-generation counterparts. This study assessed the information literacy skills of first-generation college students in general education courses at Texas A&M University to inform information literacy instructional efforts and to inform advocacy efforts for developing substantial and sustained information literacy support for first-generation students at that campus. Study results indicate that firstgeneration students experience significant information literacy gaps in comparison with continuing-generation students at the same institution and in the same courses.

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Section: Literature Reviewmentioning

confidence: 99%

Assessing the Information Literacy Skills of First-Generation College Students

LeMire

Hahn

et al. 2021

CRL

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“…As Sonntag and Meulemans (2003) reminded us each partner in a collaboration offered a different outlook and skill set. Partnering with faculty and academic departments provided librarians with avenues for course integrated instruction too (Hsieh et al , 2013, 2014; Lampert, 2005). Collaborative ventures also fostered research on student learning outcomes assessment (Julien and Boon, 2004; Hsieh et al , 2014; Ziegenfuss and Borrelli, 2016).…”

Section: Literature Review Methodsmentioning

confidence: 99%

Academic libraries and student learning outcomes

Blummer

Kenton

2018

PMM

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Purpose The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy. Design/methodology/approach The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education. Findings An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. Research limitations/implications The research was limited to articles published in English and after 2000. Practical implications The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts. Originality/value The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.

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“…Collaboration between librarians and faculty on IL is perhaps the most written about area of collaboration by practicing librarians. Studies include IL collaborations to support LIS students (Sacchanand, 2012); collaboration to support disadvantaged students (Hsieh et al , 2013); collaborations to assist students to find information, write, reference and complete an assignment through embedded one-on-one consultations with the librarians (Gross et al ., 2016); three-way collaboration between librarians, students and faculty to write an assignment but at the same time assist the library with the interpretation of LibQual results (Zaugg and Child, 2016); and faculty–library collaboration to integrate technologies in IL classes (Kleinveldt and Zulu, 2016). Another form of collaboration between faculty and librarians is to write articles (Chang, 2016) though Maluleka and Onyancha (2016) argued that this rarely occurs in South Africa.…”

Section: Literature Reviewmentioning

confidence: 99%

Collaboration on LibGuides in public universities in South Africa

Bangani

Tshetsha

2018

Global Knowledge, Memory and Communication

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Purpose This paper uses co-ownership as a proxy for determining the extent of collaboration on LibGuides in public universities in South Africa. Design/methodology/approach This is a quantitative study that uses webometrics techniques to establish collaboration on LibGuides among librarians in public universities in South Africa. The LibGuide pages of all public universities in the country are visited. Co-ownership of those LibGuides is established by going through the list of co-owners usually situated on the right-hand side menu bar. The data are divided into 16 Excel spreadsheets, each representing a South African public university with LibGuides. Findings The results show that only 8.1 per cent or 95 of 1,166 LibGuides are co-owned, whereas in 9.4 per cent (109 of 1,166) of LibGuides, the ownership reverts to the host library, as there are no authors indicated. Only 34 of 95 or 35.8 per cent of co-owned LibGuides are cross-campus or inter-campus collaborations suggesting that there is very little cross-pollination of ideas between different campuses of the same universities in South Africa. Research limitations/implications This study will lead to a better understanding of the extent of collaboration between librarians in Africa, generally, but specifically in South Africa. In addition, it poses a challenge to library managers to develop strategies that promote and nurture a culture of collaboration between and among librarians to avoid unnecessary duplication. The recommendations of this study can be used to improve collaboration between and among librarians. The biggest limitation of this study is that it did not look into the attitudes, constraints and impediments of collaboration between and among librarians. This area, however, is recommended for further research. Practical implications The implication of these results is that there is a duplication of LibGuides, effort and time across different campuses of the same universities, as some universities have a number of LibGuides on the same subject areas across the institutions. There is very little cross-pollination of ideas between various universities as reflected by a lack of inter-university LibGuides in the country. Social implications Duplication of LibGuides does not assist the users as it only adds to the information overload rather than assisting them by streamlining the information. Originality/value This study may well be the first study of its nature in the world. It is the view of the authors that this study will not only close the gap in the literature on LibGuides but also explain the use of Web 2.0 tools in libraries in developing countries as collaboration tools. It will add another perspective to the discourse about the collaboration in library and information science generally. This paper may lead to further research on the collaboration efforts of practising librarians.

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Faculty‐librarian collaboration in improving information literacy of educational opportunity program students

Cited by 7 publications

References 20 publications

Assessing the Information Literacy Skills of First-Generation College Students

Assessing the Information Literacy Skills of First-Generation College Students

Academic libraries and student learning outcomes

Collaboration on LibGuides in public universities in South Africa

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