The Power of Solidarity: The Effects of Professor-Librarian Collaboration on Students' Self-Awareness of Skill Acquisition
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| Title: | The Power of Solidarity: The Effects of Professor-Librarian Collaboration on Students' Self-Awareness of Skill Acquisition |
|---|---|
| Language: | English |
| Authors: | Christina Taylor Gibson, Elizabeth Massey |
| Source: | Communications in Information Literacy. 2024 18(1):72-93. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Literacy, Library Instruction, Librarian Teacher Cooperation, Academic Libraries, Librarians, Thinking Skills, Barriers, Interprofessional Relationship, Educational Objectives, Student Attitudes, Mastery Learning, Self Concept, Standards, Universities, Public Colleges, Student Diversity, College Freshmen, First Year Seminars, Skill Development, Music Education |
| Geographic Terms: | Maryland |
| ISSN: | 1933-5954 |
| Abstract: | The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430845 |
| Database: | ERIC |
| Abstract: | The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students. |
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| ISSN: | 1933-5954 |
