Establishing a Vibrant Information Literacy Program in the Absence of Curriculum Mandate: A Case Study
PDF

How to Cite

Xu, L. (2017). Establishing a Vibrant Information Literacy Program in the Absence of Curriculum Mandate: A Case Study. International Journal of Librarianship, 2(2), 84–91. https://doi.org/10.23974/ijol.2017.vol2.2.36
Received 2017-07-18
Accepted 2017-10-12
Published 2017-12-15

Abstract

This article describes how the Skillman Library at Lafayette College uses internal grants to successfully integrate information literacy into upper-level courses. There is a general consensus among faculty grant recipients that integrating information literacy in their courses not only improves students’ skills as consumers of information but also helps students understand how scholars have answered questions in their particular field, and how the students themselves can contribute to the creation of knowledge. Due to their positive grant course experience, faculty members continue to build information literacy in their courses and are advocates for information literacy. The grant program created a culture of information literacy at Lafayette College and led to further pedagogical and curricular changes. It has also allowed librarians to venture into new territories such as studio art and expanded our involvement from guest lecturers to co-designing and co-teaching courses.

https://doi.org/10.23974/ijol.2017.vol2.2.36
PDF

References

Association of College and Research Libraries. (2000). Information literacy competency

standards for higher education. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

Association of College and Research Libraries. (2016). Framework for information literacy for

higher education. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf

Barnhart-Park, A.C., & Carpenter, W.J. (2002). Information literacy and literary questions.

Academic Exchange Quarterly, 6(4), 10-16

First year seminar library instruction. (n.d.). Retrieved from

https://library.lafayette.edu/services-help/services/instruction-and-information- literacy/first-year-seminar-library-instruction/

Gil, N. (January 2015). Interview with Nestor Gil. Retrieved from

https://library.lafayette.edu/people/nestor-gil/

Hendrickson, B. (January 2014). Interview with Brett Hendrickson. Retrieved from

https://library.lafayette.edu/people/brett-hendrickson/

Information literacy grants. (2017, January 5). Retrieved from

https://library.lafayette.edu/services-help/services/instruction-and-information-literacy/information-literacy-grants/

Information literacy grant recipients. (2017, January 5). Retrieved from

https://library.lafayette.edu/services-help/services/instruction-and-information-literacy/information-literacy-grant-recipients/

Lafayette at a glance. (n.d.). Retrieved https://about.lafayette.edu/lafayette-at-a-glance/

Phillips, C. (January 2011). Interview with Chris Phillips. Retrieved from

https://library.lafayette.edu/people/chris-phillips/

Xu, L., & Gil, N. (2017). Librarians as co-teachers and curators: integrating information literacy in a studio art course at a liberal arts college. Art Documentation: Journal of the Art Libraries Society of North America, 36 (1), 122-136.

Authors who publish with this journal agree to the following terms:         

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and the initial publication in this journal.      

Authors are able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.      

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to  productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Downloads

Download data is not yet available.