Assistant Professor, Department of Rhetoric and Writing Studies San Diego State University
Over the course of four semesters, a librarian and faculty member team created a collaborative curriculum that incorporated both the ACRL Framework and an active learning model in a sophomore-level communication and critical thinking course. The researchers’ curriculum was specifically focused on providing students with the skills and knowledge to complete an inquiry-based research project, such as generating research questions, effectively searching for and evaluating the credibility and usefulness of sources, and synthesizing their ideas with collected sources. The team integrated research protocols to establish a baseline knowledge of information literacy skills and to assess how these skills would transfer throughout and beyond the semester as students continued their academic careers. Besides analyzing course materials such as journal responses and completed assignments, researchers held follow-up focus groups to check in with students about 4-12 months after having completed this course.
This presentation will discuss the design of our short-term study model, the results of the follow-up with students after the course, and the value of cross-disciplinary collaboration. We hope to encourage faculty/librarian collaborations and present models for varying levels of collaboration in and out of the classroom in an effort to optimize students’ research process and, ultimately, their information literacy skills. Furthermore, we hope to inspire coalition building between campus groups whom are relied upon for foundational teaching, such as first year writing and information literacy instruction.
This study presents unique extensions to library instruction scholarship. First, this study explores an instruction model that goes well beyond the traditional “one-shot” session and showcases a model of truly integrated instruction. Librarians and faculty actively planned lessons together that meet students where they were in their learning. Additionally, while previous studies have examined the impact of department faculty and librarian collaboration within a foundational course, this study seeks to explore the broader impacts this collaboration has beyond the 16 week semester. Researchers followed-up with student participants in the following semesters to evaluate their knowledge practices and discover how their honed research skills impacted both academic and everyday life information seeking. This study provides an approachable model for librarians seeking to collaborate with instruction faculty beyond the one-shot session and examine the short-term impact of their curriculum.
identify how Qualitative Research Methods can be applied to information literacy instruction.
recognize the knowledge practices that students developed as a result of our collaborative information literacy curriculum.
sketch their own collaborative research design for their home institution.