Resources

PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.

PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.

PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.

By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.

Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.

PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.

Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.

In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.

Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.