Report: Using Librarians to Foster Information Literacy
Information literacy is considered an essential learning outcome by the Association of American Colleges & Universities and among its high-impact educational practices. It topped the Chronicle of Higher Education’s higher education trends for 2017. Even the architects of guided pathways urge the inclusion of librarians in course design, teaching partnerships and faculty development.
Yet, many in higher education simply don’t picture librarians outside the stacks or reference desks. Though institutional support is strong in theory, academic librarians have universally found resistance to formalized information literacy integration across the curriculum.
Broward College (Florida) wasn’t immune to this trend. When information literacy — considered an essential learning outcome by the Association of American Colleges & Universities and among its high-impact educational practices — came up both as a potential theme for the college’s quality enhancement plan in 2013 and among competencies for the general education outcomes assessment project in 2015, librarians were only peripherally involved.
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About Gary Price
Gary Price (firstname.lastname@example.org) is a librarian, writer, consultant, and frequent conference speaker based in the Washington D.C. metro area. He earned his MLIS degree from Wayne State University in Detroit. Price has won several awards including the SLA Innovations in Technology Award and Alumnus of the Year from the Wayne St. University Library and Information Science Program. From 2006-2009 he was Director of Online Information Services at Ask.com. Gary is also the co-founder of infoDJ an innovation research consultancy supporting corporate product and business model teams with just-in-time fact and insight finding.