Download ppt - Information Literacy & Faculty Collaboration

"Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."

American Library Association, 1989.

The UNLV Libraries will define the new academic research library—bringing people and information together in innovative ways. As UNLV emerges as a leading urban research institution, the Libraries will pioneer dynamic, user-focused methods of reaching, connecting, and engaging learners.

Association of College & Research Libraries - ACRLInformation Literacy Competency Standards for Higher Education

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.


Association of College & Research Libraries - ACRLInformation Literacy Competency Standards for Higher EducationAn information literate individual is able to:•Determine the extent of information needed•Access the needed information effectively and efficiently•Evaluate information and its sources critically•Incorporate selected information into one’s knowledge base•Use information effectively to accomplish a specific purpose•Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally



McClure (1994)


Network Literacy: A role for libraries

Information literacy instruction needs to be tailored to students’ specific research tasks. One-shot de-contextualized library sessions not tied to specific class assignments or activities, especially at the beginning of the semester, won’t engage and motivate students to learn. Multiple, tailored information literacy sessions (or at least two sequential sessions) are essential in addressing students’ information needs.


A Collaborative Approach to Information Literacy

Skinner, Yena, Lynch, Kang 2007


Collaboration between teaching faculty and librarians is fundamental to information literacy.

•Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Each partner brings different strengths and perspectives to the relationship.

•The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught.

•The librarian adds a thorough knowledge of information skills and methods to integrate them into the course, pedagogical knowledge for teaching these skills and an understanding of student’s frustration with the research process.

Successful collaboration requires carefully defined roles, comprehensive planning and shared leadership.

Association of College & Research Libraries - ACRL

Collaborating with Teaching Faculty


Target faculty members you know or who are likelyto be receptive:

•Focus on adding value to a web presence

•Make presentations on “hot topics”

•Utilize social media, e-mail, listservs, departmental newsletters, and other means of advertising

•Make yourself available

Thaxton, Sugarman 2008


Strategies for Preparing for Collaboration Get to know your teaching faculty. o Send an email, or drop by their office. o Make an appointment with appropriate department heads to discuss the possibilities, and get on his/her regular departmental meeting agenda. Familiarize yourself with subject specialties/faculty research interests/publishers. Foster two-way communication. Focus on the repeat customer, slowly expanding information literacy programs. Focus efforts on previously targeted programs, and expand those. Gain credibility with faculty through reference and research assistance-present yourself as the subject resource expert. Initiating is the key to creating opportunities. Never say no if someone else initiates. Start small, and don’t take on too much too soon or expectations will run even higher. Realize that some connections will take time to establish and continue improving those. Experiment with collaborative web technologies.


Interpersonal and Communication Strategies Teach people to treat you as they would any member of their department. Establish peer relationships with teaching faculty. Give everyone individualized attention (includes faculty and students); become their go-to. This will increase the number of referrals for classes, and grad student visits. Maintain a positive attitude and enthusiasm for libraries, instruction and reference. Show genuine interest in students, and student success. Explore different avenues of communication, find out what individuals prefer. Take risks, and be persistent and assertive. Don’t be afraid to say no, and then suggest alternatives. Establish boundaries with teaching faculty. Inform them how you would like to work with them. Find out what is mutually beneficial.


