Open AccessTraining the trainer to embed IL into curricula
Author(s) -
Michael A. Flierl,
Rachel Fundator,
Jason Reed,
Bethany McGowan,
Chao Cai,
Clarence Maybee
Publication year - 2020
Publication title -
journal of information literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.479
H-Index - 10
ISSN - 1750-5968
DOI - 10.11645/14.1.2670
Subject(s) - information literacy , trainer , curriculum , discipline , work (physics) , higher education , sustainability , professional development , medical education , sociology , pedagogy , knowledge management , political science , computer science , engineering , medicine , mechanical engineering , ecology , social science , law , biology , programming language
Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.