Situating information literacy in the disciplines

Abstract

Purpose – The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing. Design/methodology/approach – The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward. Findings – Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice. Practical implications – Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty. Originality/value – The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.

In Bed with the Library: A Critical Exploration of Embedded Librarianship at the City University of New York

“…Librarians should examine different embedded service models-including rhizomic, programmatic models like those advocated by Smith (2015) and Farrell (2015)before implementation. 2.…”

“…These findings suggest that librarians may be using embedment as an extension of teaching practices rather than a means to redefine the role of librarians in courses. Further, the more transformative, systemic models advocated by Smith (2015) and Farrell (2015) do not reflect embedment practices across the CUNY library system-at least not yet. However, embedment practices at CUNY are similar to those introduced by librarians in other institutional case studies, many of whom cite positive information literacy outcomes in embedded or co-teaching scenarios (See: Hoffman & Ramin, 2010;Booth, et.…”

“…It is unclear what measures CUNY libraries, many of which are currently understaffed due to budgetary constraints, will take to address this mandate. However, the explicit mention of the LBWG pilot initiative and the "CUNY Model" advocated by Farrell (2015) in the master plan may lend embedment initiatives visibility and prompt discussions on CUNY campuses about measures to support students and provide "easier access to the resources offered by CUNY's libraries" (p. 86).…”

“…Embedded librarianship has gained critical traction in the past decade, but this may be a novel semantic rather than conceptual formulation. In many of its critical formulations embedded librarianship is difficult to disentangle from discussions of course integrated librarianship, blended librarianship, and situated information literacy-arenas that also focus on the role of library interventions in extra-library spaces (See: Lindstrom & Shonrock, 2006;Bell & Shank, 2004;Farrell & Badke, 2015).…”

CUNY's LILAC as a Model for a Large Urban University Professional Development Organization

“…LILAC's project "Articulating and Integrating Information Literacy Outcomes" may serve as a perfect example of collaborative work of its members. The CUNY integration model for situating IL in the disciplines outlined at LILAC website (CUNY, 2014) started its successful implementation throughout university and beyond (Farrell and Badke, 2015). The committee's structure could be adapted to the new trends in the discipline.…”