The following peer-reviewed article was published late last week on The Journal of Creative Library Practice web site.
Art & Architecture Librarian, University Libraries, University of Colorado Boulder
Arts Education and Regional Services Director, Tippecanoe Arts Federation
Former Lead Graduate Teaching Assistant, Art & Art History Department, University of Colorado Boulder
The Journal of Creative Library Practice
Posted February 27, 2015
From the Introduction
At many libraries the ratio of students to librarians is in the neighborhood of thousands to one; teaching these students information literacy requires a creative approach to library instruction. To expand the reach of information literacy in challenging situations, we should rethink the idea that only librarians can teach information literacy. There is a role for librarians as collaborators and teachers of information literacy pedagogy which can multiply their reach. Many instruction programs already apply similar methodologies for large first-year experience programs, but this strategy can be expanded to amplify introductory subject-specific library instruction as well.
There is a need for this basic subject-specific library instruction that scaffolds advanced upper-division classes. Our proposed solution is a creative collaboration between librarians and graduate students to integrate information literacy into introductory disciplinary classes.
Direct to Full Text Article (Approx. 4200 Words)