Information Literacy: A Collaborative Endeavor

Mackey, Thomas P.; Jacobson, Trudi

doi:10.3200/ctch.53.4.140-144

Cited by 45 publications

(21 citation statements)

References 3 publications

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“…Perhaps the biggest barrier to collaboration is when information literacy is viewed solely as a library responsibility (Farmer, 2007;Mackey & Jacobson, 2005). This perspective may seriously impede dialogue and discussion of information literacy at not only departmental levels, but also at university-wide levels where, increasingly, the focus is on creating information literate, life-long learners.…”

Section: Librarian-faculty Collaborationmentioning

confidence: 99%

“…These collaborative partnerships between faculty and librarians are seen as essential in order for students to master information literacy skills within the context of various content areas (Cook, 2000;Haycock, 1999;Mackey & Jacobson, 2005;Raspa & Ward, 2000;Scales, Matthews, & Johnson, 2005). However, collaboration can be a difficult process and barriers exist that can hamper such endeavors (Black, Crest, & Volland, 2001;McGuinness, 2006;Stevens, 2006).…”

Section: Librarian-faculty Collaborationmentioning

confidence: 99%

“…Recognizing the many barriers that can compromise and derail collaborative projects involving the integration of IL across the curriculum, there are numerous articles that offer models (Brasley, 2008;Bruce, Edwards, & Lupton, 2006) and strategies (Mackey & Jacobson, 2005;Travis, 2008) that can assist librarians and faculty as they work together toward successful and mutually beneficial collaborations. These collaborations often result in the inclusion of information literacy in teacher education programs.…”

Section: Librarian-faculty Collaborationmentioning

confidence: 99%

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Information Literacy, Collaboration, and Teacher Education

Kovalik¹,

Jensen²,

Schloman³

et al. 2011

Comminfolit

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Information literacy (IL) is a critical component of a 21st century education. Education professors are confronted with the responsibility of teaching information literacy on two levels since pre-service teachers need to become proficient in IL skills for their own success and also need to learn how to teach their future students to become information literate (Branch, 2003;Carr, 1998; Hinchcliffe, 2003). In an effort to determine the extent to which teacher education programs incorporate information literacy instruction, researchers at a large midwestern university conducted a survey of teacher education faculty in selected states. The survey sought to gather data related to faculty knowledge, inclusion, and assessment of information literacy in teacher education programs, and the degree to which there was collaboration between librarians and faculty in the teaching of information literacy skills. 145[ARTICLE]

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Section: Librarian-faculty Collaborationmentioning

confidence: 99%

Section: Librarian-faculty Collaborationmentioning

confidence: 99%

Section: Librarian-faculty Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

Information Literacy, Collaboration, and Teacher Education

Kovalik¹,

Jensen²,

Schloman³

et al. 2011

Comminfolit

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show abstract

“…Iannuzzi's article was not the first to describe how to create successful, large-scale IL collaborations, but its emphasis on strategies aimed at influencing cultural changes favorable for IL initiatives in colleges and universities embodied a trend that seemed to reach a kind of critical mass at the time, while also exemplifying some of Rader's work from the period (1999). To this day, the topic remains important (Cochrane and Goodman 2009;Mackey and Jacobson 2005;Watts 2008). …”

Section: Why Collaborate? "The Collaborative Imperative"mentioning

confidence: 99%

Other People's Money: Adapting Entrepreneurial Techniques to Build Capital in Challenging Economic Times

Farrell

2011

College & Undergraduate Libraries

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Abstract:Drawing on the "predator" model of entrepreneurship put forward by Villette and Vuillermot in their 2009 book "From Predators to Icons," this article argues that challenging economic times reveal that self-funded, collaborative information literacy models have in many cases unsustainably overstretched staff and budgets. In such circumstances, it is necessary for librarians to shift to an entrepreneurial approach that seeks profitable opportunities funded by parties other than the library in order to build capital for current and future instructional services. Following Villette and Vuillermot, the article seeks to refute a cultural myth that sees the entrepreneur as someone who is first and foremost a "do-gooder" or marketer of helpful products, and it also advocates that librarians adopt a view of the entrepreneur as one who preys on unexploited, lowcost/ high-profit opportunities to leverage "other people's money" to build capital for later innovation. The article considers the economics of information literacy and library instruction programs, provides historical context for what has come to be known as the "collaborative imperative," points to the economic shortsightedness of many collaborative and "embedded librarian" partnerships, and details six examples from information literacy programs that model successful entrepreneurship of the sort argued for.

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“…Although instruction librarians have been working with faculty for years Farber, 1999) [6], the "collaborative imperative" emerged as a major focus for instruction librarians after the publication of the Standards in 2000 [7]. In addition to various articles advocating for an "integrated model of librarian-faculty working relationships" (Julien andGiven, 2002/2003, p. 70;D'Angelo and Maid, 2004;Mackey and Jacobson, 2005) [8], several books have also been published foregrounding the importance of collaboration (Miller and Pellen, 2005;Rockman, 2004;Raspa and Ward, 2000). One of the more successful strategies discussed in library literature for infusing IL Standards into non-library curriculum involves the formation of one-on-one informal contacts between disciplinary faculty and librarians (Hardesty, 1995;Booth and Fabian, 2002).…”

Section: Collaborationmentioning

confidence: 99%

Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom

Stevens

Campbell

2006

Reference Services Review

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Purpose -This paper critically examines the concepts of lifelong learning, information literacy, and global citizenship, making explicit connections among them via theories of social capital. It then presents a model of librarian-faculty collaboration that relies upon information literacy as a framework for fostering lifelong learning and global citizenship.Design/methodology/approach -The paper begins with a theoretical analysis of lifelong learning, information literacy, global citizenship, and social capital in order to provide a conceptual framework for the case study that follows. The case study describes the librarian-faculty collaboration, which included the development of course goals, the syllabus, learning outcomes and objectives, assignments, course-integrated library instruction sessions, and assessment tools.Findings -Social capital is a useful theoretical tool for conceptualizing pedagogical strategies for promoting information literacy and global citizenship. Pre and posttests, questionnaires, assignments, and student reflections indicate that the three primary goals of the collaboration were met. By the end of the course, 1) students' IL competencies improved, 2) students had developed a better understanding of their roles as global citizens, and 3) students were more aware of the connections among global citizenship, lifelong learning, and information literacy.Practical Implications -Provides practical ideas for librarian-faculty collaboration and for integrating information literacy competencies into assignment sequences.Originality/value -Uses social capital theory to make connections among lifelong learning, information literacy, and global citizenship as well as to argue for the value and import of librarian-faculty collaborations. Describes a successful librarian-faculty collaboration in the context of a Global Studies course.

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Information Literacy: A Collaborative Endeavor

Cited by 45 publications

References 3 publications

Information Literacy, Collaboration, and Teacher Education

Information Literacy, Collaboration, and Teacher Education

Other People's Money: Adapting Entrepreneurial Techniques to Build Capital in Challenging Economic Times

Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom

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