Faculty-Librarian Collaborations: Integrating the Information Literacy Framework into Disciplinary Courses

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  • Description
  • Table of Contents
  • About the authors

ACRL’s Framework for Information Literacy in Higher Education is a valuable tool for librarians working with faculty in developing curriculum that integrates information literacy into the disciplines. Faculty-Librarian Collaborations collects chapters, case studies, and lesson plans detailing why these collaborations are important, how to develop and execute them, specific lesson plans, and ideas for assessing their effectiveness.  

AMICAL is a consortium of American-modeled international liberal arts institutions working together on common goals for libraries, technology, and learning. This book is based on work begun in the AMICAL workshop “Co-design: Integrating Information Literacy into Your Disciplinary Course” held in 2017, along with subsequent design work, assessment, and a survey of participants. The workshop applicants were required to apply in faculty and librarian teams with the goal of integrating the ACRL Framework into a disciplinary course, as well as commit to an assessment effort at the end of their teaching experience to measure the affect of the collaboration. 

Faculty-Librarian Collaborations is a product of what participants accomplished after the workshop, including case studies detailing how the collaborations worked and performed; a selection of information literacy lesson plans based on the ACRL Framework and co-designed by librarians and faculty; and an analysis of a survey of participants with recommendations and future implications. This collection can be put to use immediately in collaborating to support and assess student information literacy and learning.

Michael Stöpel

Livia Piotto and Christine Furno

Section I: Chapters
Chapter 1. Designing a Collaborative Learning Experience around the Framework
Xan Goodman and Samantha Godbey

Chapter 2. Insights into Faculty-Librarian Collaborations around the Framework: Findings from the 2018 Co-design Survey
Michael Stöpel, Livia Piotto, Christine Furno, Krasimir Spasov, and Tatev Zargaryan

Section II: Case Studies
Case Study 1. Revising the Syllabus: Integrating Information Literacy into a General Education History Course at Al Akhawayn University in Ifrane, Morocco
Paul M. Love, Jr. and Aziz El Hassani

Case Study 2. Developing Marketing Plans and the Beauty of Research
Meaghan Scott Seyve and Michael Stöpel

Case Study 3. Integrating Information Literacy in a Communication Writing Course
Antonio Lopez, Livia Piotto, and Elizabeth Macias-Gutiérrez

Case Study 4. Teaching Information Literacy in Kuwait: Achievements, Challenges, and Future Recommendations
Stavros P. Hadjisolomou

Case Study 5. Amalia y Yo: A Case Study Using the ACRL Framework in the Specific Context of the FirstBridge Information Literacy Program at the American University of Paris
Jorge F. Sosa

Case Study 6. Co-designing an Information Literacy Experience for Non-textual Assignments in a Public Speaking Course
Ivana Stevanović

Case Study 7. Redesigning a Writing-Intensive Graduate Course: An Information Literacy Case Study at AUB
Najla Jarkas and Fatmeh Charafeddine

Case Study 8. Co-designing and Beyond: The Evolution of the AUBG Information Literacy Program as Inspired by the ACRL Framework
Krasimir Spasov

Section III: Lesson Plans
Lesson Plan 1. Getting Started with Graduate Research
Fatmeh Charafeddine

Lesson Plan 2. Identifying Information Sources
Tatev Zargaryan

Lesson Plan 3. Exploring Creativity, Innovation, and Invention
Jorge F. Sosa

Lesson Plan 4. Evaluating News through the Exploration of Bias
Livia Piotto

Lesson Plan 5. The Beauty of Research
Michael Stöpel

Lesson Plan 6. You Are the Jury
Michael Stöpel

Lesson Plan 7. Fear Not the Oral Communication Courses: Information Literacy in a Less Traditional Context
Ivana Stevanović

Lesson Plan 8. What’s behind That?: Facts and Statistics Supporting Public Service Announcements
Livia Piotto

Lesson Plan 9. Research in the Discipline
Fatmeh Charafeddine

Lesson Plan 10. A Historical Experiment in Historic Time: A Collaborative Effort toward a Different Information Literacy Experience
Ivana Stevanović

About the Authors

Michael Stöpel

Michael Stöpel is the user services librarian for the American University of Paris. Originally from Munich (Germany), he joined the American University of Paris in 2001. He received his MA in library and information science (MLIS) in 2010 from the Information School at the Humbold University in Berlin, Germany. Before coming to AUP, Michael Stöpel studied sociology in Munich and in Paris. He is currently serving on the AMICAL Information Literacy Committee.

Livia Piotto

Livia Piotto started working at John Cabot University as reference librarian in 2006, and she is now reference and instruction coordinator. She earned her master’s degree in library science from University of Rome “La Sapienza.” In her role at John Cabot University, she coordinates reference and instruction services, and she is the liaison for business and social sciences. She is currently serving on the AMICAL Information Literacy Committee.

Xan Goodman

Xan Goodman is a health sciences librarian and associate professor at the University of Nevada, Las Vegas, where she supports three schools in the Division of Health Sciences: the School of Integrated Health Sciences, the School of Public Health, and the School of Nursing. She has presented extensively at national and international conferences about information literacy, health sciences librarianship, and threshold concepts. She earned her master’s degree in library and information science (MLIS) from Wayne State University.

Samantha Godbey

Samantha Godbey is education librarian and associate professor at the University of Nevada, Las Vegas. She earned her MLIS from San José State University and an MA in education from the University of California at Berkeley. Samantha is a presenter with the ACRL Roadshow “Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices” and is coeditor of Disciplinary Applications of Information Literacy Threshold Concepts (ACRL, 2017). Her research focuses on information literacy instruction and assessment.