Librarians Collaborating with Faculty to Provide Information Literacy Instruction:

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• Librarians Collaborating with Faculty to Provide
  Information Literacy Instruction
• A Golden Gate University Library Case Study with
  Applications for Working with Other Library
  Constituencies
• Janice Carter, Director, University Library
• Golden Gate University jcarter_at_ggu.edu

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Working to Incorporate Information Literacy into
the Curriculum

• Often when librarians approach faculty hoping to
  schedule an information literacy or research
  session for the faculty members class, the
  faculty member indicates s/he does not have time
  to cover the basic material in the course, and so
  cannot include an information literacy session.
• Does this sound familiar?

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Understanding Faculty Needs and Interests

• By starting with an understanding of the faculty
  members needs and interests, the librarian can
  find ways to address the challenges faculty
  members face, and in the process, incorporate
  information literacy into course curricula.

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Using Brenda Dervins Model of Information
Seeking Behavior

• Librarians may find Brenda Dervins (1999) model
  of Information Seeking Behavior helpful in
  understanding the challenges faculty face, and
  finding ways to team with faculty to help them
  achieve their goals and incorporate information
  literacy into the curriculum.

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Using Technology to Incorporate Information
Literacy

• Librarians at Golden Gate University have found
  that faculty are encouraged to use technology,
  yet often they dont know how to do it, and dont
  feel they have the time to learn how to do it.
• Library staff can help faculty incorporate
  technology into the class, and, in the process,
  help faculty incorporate information literacy
  into their courses, as well.

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Team Teaching to Motive Students and Teach
Information Literacy

• In a required English course, to motivate
  students to write Dr. Judith Browning teamed with
  Librarian Janice Carter, to teach students how to
  create a website and put their writing on the
  Web. (Browning Carter, 1998)
• In the process of working with the students,
  Judith and Janice discovered students needed help
  evaluating sources, so they focused more on
  teaching how to evaluate sources, and Janice
  developed a website on evaluating sources.
  (Browning Carter, 2000)

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Working with Early Adopters Leads to More
Opportunities

• Success in collaborating with early adopters has
  opened the door for librarians to work with other
  faculty, and to extend the range of information
  literacy topics embedded into courses.
• Judith Browning and Janice Carter received a
  grant to share their experiences incorporating
  technology into teaching with faculty in English,
  then with faculty in math and other departments,
  as well.

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Working with Faculty Objectives

• As Judith and Janice explained We were eager to
  share what we had gained with other faculty. As
  we worked with other faculty, we learned to begin
  where they were. We developed a list of ways
  faculty could incorporate ideas from the English
  1B project depending upon their own objectives
  and their own comfort level with technology.
  (Browning Carter, 2000, p. 21)
• Judith and Janice then codeveloped and
  copresented with Dr. Peg McPartland, and Dr. T.
  J. Tabara a workshop How virtual do you want
  your classroom to be? Selecting technology that
  fits you, your teaching style, your course
  objectives and your students, at Syllabus99,
  Santa Clara, California, (Browning, Carter,
  McPartland Tabara, 1999, July)

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Collaborating Increases Visibility

• Collaborations with early adopters have brought
  more visibility to the library and more
  opportunities for librarians to work with faculty
  to incorporate information literacy skills in
  courses.
• Throughout the process, technology has also made
  it increasingly easy for Janice and other
  librarians to incorporate information literacy
  skills into courses, as well.

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Addressing Faculty Concerns About Plagiarism

• Over the years, librarians at Golden Gate
  University have found that citing appropriately
  and avoiding plagiarism is the information
  literacy topic of greatest concern to most
  faculty.
• The University Library staff address that issue
  in research instruction sessions tailored to
  course assignments, and through the development
  of online research guides, such as the APA
  Citation LibGuide, http//ggu.libguides.com/apa,
  consistently the University Librarys most
  popular guide.
• Even faculty who dont think they have time for a
  research session in class, or who teach only
  online, incorporate this guide in their syllabi.

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Using LibGuides to Embed Information Literacy
into Courses

• LibGuides, www.libguides,com, developed by
  Springshare, are one of many products that help
  librarians keep at the forefront of technological
  innovation.
• At Golden Gate University, and perhaps many other
  universities, LibGuides are among the most
  interactive and visually appealing Web 2.0
  resources available. Thus, faculty see them as
  an easy and appealing way to add Web 2.0
  technologies to their classes.
• As of September 1, 2012, librarians could search
  and explore 276,399 guides by 48,969 librarians
  at 3494 libraries worldwide, according to the
  website www.libguides,com

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Creating LibGuides

• Librarians at Golden Gate University and
  elsewhere, have developed LibGuides to support
  the various programs of study, such as Finance,
  Management, Marketing, Public Administration,
  etc.
• In many of the GGU LibGuides, the GGU librarians
  also link to the APA citation website. See, for
  example, the LibGuide for Public Administration
  http//ggu.libguides.com/empa

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Administering TurnItIn

• Another technological resource that has helped
  librarians team with faculty to help teach
  students to cite resources appropriately and
  avoid plagiarism is TurnItIn. http//turnitin.com
  / which, on its website, bills itself as The
  global leader in plagiarism prevention
• At Golden Gate University, TurnItIn is
  administered through the library, so librarians
  help faculty set up their TurnItIn accounts.
  Librarians often use this opportunity to tell
  faculty about resources and services of the
  library that can help faculty address the
  concerns they may have about citation and other
  information literacy topics. This can lead to
  broader conversations about how library can
  provide other support, as well.
• When a student or faculty member submits a paper
  to TurnItIn, TurnItIn compares the paper to the
  resources in its extensive database of other
  student papers, web resources, books, and
  journal, magazine and newspaper articles.
  TurnItIn highlights the sections of text in the
  student paper which are not original. Librarians
  encourage faculty to set up their TurnItIn
  accounts so students can submit their papers to
  TurnItIn multiple times for one project, and thus
  use TurnItIn as a learning tool.

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Creating Multimedia Using VoiceThread

• Currently, faculty at Golden Gate University are
  encouraged to include videos and other multimedia
  in the online platform for their courses. Many
  faculty do not feel they have the time to develop
  their own videos, but they can easily incorporate
  videos and other multimedia librarians have
  developed on information literacy and other
  topics.
• Librarians use technologies such as VoiceThread
  http//voicethread.com/ to create multimedia.
• Librarians at Golden Gate University have
  incorporated voicethreads in LibGuides.
• See GGU University Librarys APA citation guide
  http//ggu.libguides.com/apa for a voicethread
  on Why Cite? http//voicethread.com/q.b580587.i3
  099190
• See also the Information Literacy libguide
  http//ggu.libguides.com/infolit for
  voicethreads on the home page and under the tabs
  Use the Library and Research Topics.

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Creating Multimedia Using Screencast-o-matic

• Using Screencast-o-matic, http//www.screencast-o-
  matic.com/ librarians are now creating
  screencasts such as http//youtu.be/NQ0GXAmf6AU
  which provides a tour of the University Library
  webpage, including resources for information
  literacy.
• Faculty can easily embed the screencasts in the
  online components of their courses.
• Librarians have been working with instructional
  designers to embed a widget into all online
  courses which includes the library screencast.

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Exploring Opportunities with Online Courses

• Online courses, and even courses in person with
  online components, do not have the time
  constraints that classes which only meet in
  person do.
• Thus there are more opportunities for librarian
  and faculty collaboration to embed instruction on
  information literacy and other topics.

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Seeking New Opportunities

• Librarians at Golden Gate University are
  constantly looking for new technologies and new
  ways to partner with faculty to incorporate
  information literacy in classes.
• They are also using Brenda Dervins model of
  information seeking behavior to analyze the gaps
  faculty and other library constituencies face, to
  find new ways to partner with constituencies,
  bridge the gaps, and incorporate information
  literacy instruction, and other guides and
  resources, to address patron needs.
• What opportunities do you see?

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References

• Browning, J Carter, J. (1998, November).
  Motivating student learning through web site
  development. Presentation at the Association for
  Business Communication 63rd Annual Convention,
  San Antonio, Texas.
• Browning, J., Carter, J. (2000) Putting your
  best web-foot forward Adapting web
  technologies to fit you, your teaching style, and
  your students. Teaching and learning in a
  network world, TechEd2000 Proceedings, edited by
  P. Hoffman and D. Lemke. Amsterdam IOS Press,
  pp. 19-26.
• Browning, J., Carter, J., McPartland, P.,
  Tabara, T. (1999, July) How virtual do you
  want your classroom to be? Selecting technology
  that fits you, your teaching style, your course
  objectives and your students. Preconference
  workshop at Syllabus99, Santa Clara, California.
• Dervin, B. (1999). On studying information
  seeking methodologically the implications of
  connecting metatheory to method. Information
  Processing Management, 35(6), 727-750, as cited
  by Godbold, N. (2006, July) Beyond information
  seeking towards a general model of information
  behaviour, IR Information Research, Vol. 11 No.
  4, retrieved via http//informationr.net/ir/11-4/p
  aper269.html, September 15, 2012.