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dc.creatorJunisbai, Barbara
dc.creatorLowe, M. Sara
dc.creatorTagge , Natalie
dc.date.accessioned2020-04-22T15:29:07Z
dc.date.available2020-04-22T15:29:07Z
dc.date.issued2016-07-15
dc.identifier.citationJunisbai, B., Lowe, M. S., & Tagge, N. (2016). A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration. The Journal of Academic Librarianship, 42(5), 604–611. Preprint.
dc.identifier.issn0099-1333
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/57
dc.identifier.urihttp://hdl.handle.net/20.500.12613/70
dc.description.abstractWhile faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n = 337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration “sweet spot”: the greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline- and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.
dc.format.extent35 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofTemple University Libraries
dc.relation.haspartThe Journal of Academic Librarianship, Vol. 42, Issue 5
dc.relation.isreferencedbyElsevier
dc.rightsAttribution-NonCommercial-NoDerivs CC BY-NC-ND
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInformation literacy
dc.subjectResearch skills
dc.subjectFirst-year students
dc.subjectFirst-year seminars
dc.subjectFaculty-librarian collaboration
dc.titleA Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration
dc.typeText
dc.type.genrePre-print
dc.description.departmentTemple University (Health Sciences Center Campus). Library
dc.relation.doihttps://doi.org/10.1016/j.acalib.2016.07.001
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.creator.orcid0000-0001-6200-8217
dc.temple.creatorTagge, Natalie
refterms.dateFOA2020-04-22T15:29:07Z


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