Author

Erin McCoy

Date of Completion

5-31-2022

Document Type

Open Access Capstone

Degree Name

Master of Arts (MA)

First Advisor

Robert Ricketts

Second Advisor

Jeremy Szteiter

Abstract

This paper explores a unique approach to information literacy instruction by designing a curriculum map that provides consistent opportunities for faculty to engage with ideas surrounding critical thinking, metacognition, scaffolding instruction, and implementing information literacy teaching tools within their classroom. This map outlines a comprehensive approach to faculty development that addresses the dissatisfaction in information literacy instruction among academic librarians, particularly with the one-shot model and the lack of assessment opportunities of students’ information literacy skills. Using action research, the author explores the reason for this dissatisfaction and how it be addressed. Through interviews with other campus departments like online learning, piloting professional development sessions, and receiving feedback from faculty, the intricacy of the problem continued to emerge. The research and constituency building of the action research problem revealed conflict between librarians and teaching faculty in the following areas: a misunderstanding of the definition of information literacy, assumptions about librarians’ effectiveness as classroom educators, and the shifting relationships between the two. The author makes a case that library-led faculty development can increase the reach of information literacy instruction by working with faculty on more consistent opportunities for information literacy skills practice into their content courses. Additionally, increasing the reach of information literacy instruction is essential to the success of today’s student due to the growth of information on the web and the complex information landscape. The library faculty’s use of a curriculum map identifies the key areas of instruction for faculty and the possibilities for institutional and organizational change through faculty professional development.

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