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| Format: | Recurso educativo Open Access |
| Language: | en |
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2010
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| Online Access: | https://eric.ed.gov/?id=ED535101 |
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| _version_ | 1867181656500076544 |
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| author | Hervold, Kaara A. |
| author_facet | Hervold, Kaara A. Hervold, Kaara A. |
| collection | Education Resources Information Center |
| contents | Perceptions of Partnerships between Instructional and Librarian Faculty to Teach Undergraduate Students Hervold, Kaara A. College Freshmen Undergraduate Students Library Instruction Librarian Teacher Cooperation Partnerships in Education Required Courses Information Literacy Navigation (Information Systems) Information Retrieval Attitudes Barriers Time Integrated Curriculum Researchers The Foundations of Inquiry (FOI) course at Illinois State University was a required freshmen course designed to prepare incoming students for the requirements of their various academic programs. One of the course's goals was for students to receive instruction in information literacy (IL) skills and become accustomed to locating and retrieving information, whether from the library's collection or through on-line academic databases. Instructional faculty partnered with academic librarians to fulfill this goal, but the following research finds that these partnerships produced mixed results. The findings of this research may provide insight into the successes and failures of faculty-librarian partnerships, which may benefit other universities seeking to develop a similar course for freshmen. The researcher sought to identify the degree of agreement that existed among academic librarians and instructors as to what constituted a successful faculty-librarian partnership. The researcher interviewed ten academic librarians and ten instructors of the FOI course, and asked them about their personal experiences of the partnerships; what they perceived to be successful within the partnerships; and how improvements could have been made. In general, those librarians who partnered with instructors who understood IL and the library's importance in teaching IL skills enjoyed the most fulfilling collaborations. However, a common remark was that library instruction was never entirely integrated into the course design. Both instructional faculty and librarians discussed the lack of time available to cultivate partnerships, and communicated awareness that this lack of time hurt the quality of their interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED535101 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2010 |
| record_format | eric |
| spellingShingle | Perceptions of Partnerships between Instructional and Librarian Faculty to Teach Undergraduate Students Hervold, Kaara A. College Freshmen Undergraduate Students Library Instruction Librarian Teacher Cooperation Partnerships in Education Required Courses Information Literacy Navigation (Information Systems) Information Retrieval Attitudes Barriers Time Integrated Curriculum Researchers Perceptions of Partnerships between Instructional and Librarian Faculty to Teach Undergraduate Students Hervold, Kaara A. College Freshmen Undergraduate Students Library Instruction Librarian Teacher Cooperation Partnerships in Education Required Courses Information Literacy Navigation (Information Systems) Information Retrieval Attitudes Barriers Time Integrated Curriculum Researchers The Foundations of Inquiry (FOI) course at Illinois State University was a required freshmen course designed to prepare incoming students for the requirements of their various academic programs. One of the course's goals was for students to receive instruction in information literacy (IL) skills and become accustomed to locating and retrieving information, whether from the library's collection or through on-line academic databases. Instructional faculty partnered with academic librarians to fulfill this goal, but the following research finds that these partnerships produced mixed results. The findings of this research may provide insight into the successes and failures of faculty-librarian partnerships, which may benefit other universities seeking to develop a similar course for freshmen. The researcher sought to identify the degree of agreement that existed among academic librarians and instructors as to what constituted a successful faculty-librarian partnership. The researcher interviewed ten academic librarians and ten instructors of the FOI course, and asked them about their personal experiences of the partnerships; what they perceived to be successful within the partnerships; and how improvements could have been made. In general, those librarians who partnered with instructors who understood IL and the library's importance in teaching IL skills enjoyed the most fulfilling collaborations. However, a common remark was that library instruction was never entirely integrated into the course design. Both instructional faculty and librarians discussed the lack of time available to cultivate partnerships, and communicated awareness that this lack of time hurt the quality of their interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Perceptions of Partnerships between Instructional and Librarian Faculty to Teach Undergraduate Students |
| topic | College Freshmen Undergraduate Students Library Instruction Librarian Teacher Cooperation Partnerships in Education Required Courses Information Literacy Navigation (Information Systems) Information Retrieval Attitudes Barriers Time Integrated Curriculum Researchers |
| url | https://eric.ed.gov/?id=ED535101 |