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February 2014 84 Librarians and humanists these days share several concerns: the nature and value of expertise, our relationship to texts/textual production, and traditional and emerging approaches to the study, collection, and preservation of canonical and alternative cultural content. At the moment, debates about these matters are often construed as a crisis of relevance and cause for much hand-wringing. While digital humanities projects offer creative approaches to these issues on a large scale, they have not always articulated pedagogical approaches relevant to undergraduate learners, especially at smaller institutions. By examining “the humanities” from another angle—innovative teaching and learning at the undergraduate level through the incorporation of information literacy— we find a different narrative about ways that humanities faculty are engaging these trends productively and in pedagogically interesting ways. Although there are several studies within library literature about how non-librarian faculty conceptualize information literacy, we do not know as much about how faculty who have adopted an ACRL Standards-based definition go about putting it to work in their courses and assignments. While we have some insight on the integration of information literacy and the humanities broadly conceived thanks to articles like Ellen Daugman, Leslie McCall, and Kaeley McMahan’s “Designing and implementing an information literacy course in the Humanities,” most research and reporting on information literacy in the humanities focuses on course-specific and/or librarianled efforts. But how do nonlibrarian faculty adopters of information literacy in the humanities incorporate information literacy in a variety of disciplines? What are their conclusions about the results of this effort?

The Humanities in process, not crisis: Information literacy as a means of low-stakes course innovation