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Two Approaches to Collaborative Information Literacy Instruction at a Small Engineering School

By Conor Cote and Scott Juskiewicz

Abstract

Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed

Topics: Information literacy; Engineering; STEM; Teaching faculty, Information Literacy
Publisher: Digital Commons @ Montana Tech
Year: 2014
OAI identifier: oai:digitalcommons.mtech.edu:library_scholarship-1001

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