LibGuides, Scalable IL Instruction, & the Teaching Faculty
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This document discusses strategies for libraries to scale information literacy (IL) instruction by training teaching faculty to incorporate IL into their courses. It argues that IL instruction needs to become embedded within disciplinary instruction rather than associated solely with the library. The document proposes that library faculty train teaching faculty in IL pedagogy and course design so that more students can be reached. This scalable approach allows library faculty to focus on higher-level teaching while strengthening collaborative relationships across campus. Methods for training faculty include workshops, presentations, conversations, and online support through LibGuides.
LibGuides, Scalable IL Instruction, & the Teaching Faculty
- 1. LibGuides, Scalable IL Instruction, & the Teaching FacultyScaffolding Teaching Faculty to Expand Scalable IL Instruction
- 2. LibGuidesand Scalable IL InstructionLibGuide use in library instruction can lead to more library instruction—Yeah!The goal of IL instruction is to become increasingly embedded into higher education curricula—Yeah! * * * * * * * * *What problems do we encounter as the demand for IL instruction increases?Do we become victims of our own success?
- 3. LibGuidesand Scalable IL InstructionSmith (1997) and Leibiger (2010) suggest IL instruction will not become engrained into higher education or be taught authentically until… it’s disassociated from the libraryit becomes embedded in faculty disciplinary instruction
- 4. LibGuidesand Scalable IL InstructionTo embed IL into the curriculum in a scalableway, library faculty need to become IL educational experts:library faculty “train the trainer” in course design and IL pedagogythe library becomes a teaching and learning venue for both faculty and studentsLibrary faculty are both subject specialists and IL teaching specialists.
- 5. LibGuidesand Scalable IL InstructionWhy “hand over” IL instruction?diminishinglibrary faculty and expanding requests for IL instructionincluding the teaching faculty is a scalableway to increase IL instructionmore efficient to “train the trainer”possible to reach more students with a limited library faculty
- 6. LibGuidesand Scalable IL InstructionWhy “hand over” IL instruction?allows faculty librarians to engage in higher-order, higher-visibility teachingIL perceived as part of a course or discipline and not as an add-on or “hoop”makes possible new, powerful, collaborative relationships with faculty, departments, and programs to enhance teaching and learning
- 7. LibGuidesand Scalable IL InstructionHow to “train the trainer”formal instruction via workshops, presentations at departmental meetings, etc.informal marketing and instruction via conversations at social gatherings, over lunch, etc. online teaching and support of IL instruction via a LibGuide! LibGuides
Editor's Notes
- #6: Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”
- #7: Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”