Working Together: Academic Librarians and Faculty Collaborating to Improve Students' Information Literacy Skills: A Literature Review 2000–2009

Mounce, Michael

doi:10.1080/02763877.2010.501420

Cited by 58 publications

(37 citation statements)

References 12 publications

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“…This process contrasted greatly to how the collaboration with the faculty worked on campus, when the librarian only collaborated in the planning phase and taught alone (Mounce, 2010). Wenger (1998) states that to become a valued member of a community of practice, it is not enough to know and understand the latest professional work.…”

Section: Communicative Interaction Among Supervisorsmentioning

confidence: 99%

“…There are several researchers, who have investigated the role of librarians in different IL training collaboration models with faculties of higher education; examining how IL research in workplaces affects the librarian's role (Brasley, 2008;Mounce, 2010;Vassilakaki & Moniarou-Papaconstantinou, 2015). Literature reviews show that there are numerous studies about how librarians and faculty work in the planning phase to integrate IL instruction into the faculties' courses and to prepare librarians to teach students on campus.…”

Section: Liber Quarterly Volume 25 Issue 2 2015mentioning

confidence: 99%

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Co-teaching in information literacy during work placements: the librarian’s role

Kolstad

2015

LIBER

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IntroductionThis article presents findings from a development project designed to improve Information Literacy (IL) education by linking it to nursing students' application of evidence-based practice during work placements. The Learning Centre at Oslo University College in Norway aimed to find out, what interactions and conditions influenced the librarian's role in the context of interdisciplinary supervision of nursing students' assignments and the development of a common supervision culture. Research DesignThe librarian involved in the initiative had a dual role as both researcher and practitioner. Besides direct experiences from being a participant in the project, the empirical material consists of observation notes, meeting notes, presentations, guideline in IL, e-mails, an interview, 285 comments from students, nurse educators, nurse supervisors and librarians, through blog and the Wiki Learning Management System (LMS). The evidence on which this article is based involved analysis of both oral and written communication, framed in practice-oriented approaches. FindingsThe conditions influencing the changing position of the librarian from an 'outsider' to becoming a member of the community of practice with common structures for the collaboration and supervision included meetings, a blog and a Wiki. ConclusionTogether with the nurse educators and the nurse supervisors, the librarian was able to be a partner and a catalyst of IL workplace learning. The LMS was a decisive tool in the process. However, to be successful, this changed role for the librarian may require further pedagogical training and expertise in the development of interdisciplinary educational supervision.

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Section: Communicative Interaction Among Supervisorsmentioning

confidence: 99%

Section: Liber Quarterly Volume 25 Issue 2 2015mentioning

confidence: 99%

Co-teaching in information literacy during work placements: the librarian’s role

Kolstad

2015

LIBER

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“…In particular, the researchers cite considerable evidence supporting their application of active learning and multiple instructional sessions as a substitute for the "one-shot" instruction. Although not explicitly mentioned, it also integrates elements of faculty-librarian collaboration and embedded librarianship, both of which have been shown to improve the effectiveness of IL instruction (Mounce, 2010;Hamilton, 2012).…”

Section: Commentarymentioning

confidence: 99%

Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence

Wadson

2017

EBLIP

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the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To evaluate the impact of providing multiple information literacy (IL) sessions, instead of a single "one-shot" session, to students in face-to-face and online English courses.Design -Non-experimental, using pre-test and post-test surveys for one group, and only a post-test survey for the other group.Setting -A small community college in North Carolina, United States of America.

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“…However, it is also recognised that partnership building with faculty may present some difficulties. This is the result of a variety of factors, including different work cultures (Mounce, 2010;Hardesty, 1995), and different perceptions and understanding of the role of librarians. While if librarians have long recognised the need for information literacy instruction, this recognition has arguably yet to take place within higher education in general (Weetman Da Costa, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Embedded information literacy instruction is far from being the norm in higher education institutions, and is often perceived as confined to certain disciplines, such as health and medical sciences. In his literature review of faculty-librarian teaching collaborations for information literacy instruction (which essentially focuses on US examples), Mounce (2010) shows that embedded information literacy instruction is not confined to a specific group of disciplines but is spread across broad subject areas (Sciences; (Amante et al, 2012).For instance, at Cornell College Library, an image of specialised expertise was achieved through a clear and outward-facing redefinition of librarians' roles and position titles, which helped foster collaboration with faculty (Donham & Green, 2004).…”

Section: Introductionmentioning

confidence: 99%

Improving perceptions of value to teaching and research staff: The next challenge for academic libraries

Creaser

Spezi

2013

Journal of Librarianship and Information Science

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This article investigates the value, and perceptions of value, of academic libraries to teaching and research staff by examining working relationships between libraries and academic departments in universities. Eight case studies were undertaken in the US, the UK and Scandinavia. Primary findings were analysed and triangulated with a series of short surveys to ascertain whether they resonated with other librarians’ experiences. The article offers examples of good practice in the area of partnership building for academic libraries to improve their value to, or perceptions of value by, teaching and research staff, as well as raise their profile and better market their services to this category of users. Those examples may be of interest to fellow library practitioners and researchers interested in exploring further library-faculty interaction and collaboration.

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Working Together: Academic Librarians and Faculty Collaborating to Improve Students' Information Literacy Skills: A Literature Review 2000–2009

Cited by 58 publications

References 12 publications

Co-teaching in information literacy during work placements: the librarian’s role

Co-teaching in information literacy during work placements: the librarian’s role

Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence

Improving perceptions of value to teaching and research staff: The next challenge for academic libraries

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