Hidden Architectures of Information Literacy Programs: Structures, Practices, and Contexts

Available Formats
ALA Member
Item Number
AP Categories

Primary tabs

You don't need to be an ALA Member to purchase from the ALA Store, but you'll be asked to create an online account/profile during the checkout to proceed. This Web Account is for both Members and non-Members. 

If you are Tax-Exempt, please verify that your account is currently set up as exempt before placing your order, as our new fulfillment center will need current documentation. Learn how to verify here.

  • Description
  • Table of Contents
  • About the authors

“[T]here is something in this work to inspire anyone who provides information literacy instruction—frontline instructors, new instruction coordinators, and veteran program administrators.”
—from the Foreword by Suchi Mohanty

Creating, running, and coordinating an information literacy program requires not only the visible labor of scheduling and teaching classes, but a host of invisible mechanics that makes a program function in its entirety. Hidden Architectures of Information Literacy Programs captures some of the tacit knowledge information literacy coordinators accumulate through trial and error and informal conversations with professional networks, and details practices of information literacy programs that are both innovative and the core functions of our jobs.

In 39 chapters, authors from a variety of diverse institutions highlight the day-to-day work of running and coordinating information literacy programs and the soft skills necessary for success in the coordinator role. They discuss the institutional context into which their work fits, their collaborators, students, marketing, and assessment, as well as the many varied duties they balance. Chapters examine the delicate balancing act of labor distribution, minimal or absent positional authority coupled with making decisions and assignments, generating buy-in for programmatic goals and approaches, and maintaining positive relationships throughout the organization. 

Hidden Architectures of Information Literacy Programs attempts to make all information literacy program labor visible, raise its importance, and encourage more scholarship on what might seem like the “boring” parts of program development. This book is for graduate students learning about information literacy programs, administrators who may never have taught an information literacy session, instruction librarians looking to step out of the everyday and understand the depth and breadth of their program, and all educators interested in the accomplishments and inner workings of information literacy programming. 

Suchi Mohanty

Carolyn Caffrey Gardner, Elizabeth Galoozis, and Rebecca Halpern

Teaching Team Model
Describes IL programs where the instruction work is conducted by a team, unit, or department dedicated to teaching

Chapter 1. Auraria Library: Team Approach at a Tri-institutional Library
Andrea Falcone

Chapter 2. California State University San Marcos: Building an Inclusive Team through Collaborative Reflection
Allison Carr, Denise Kane, Talitha Matlin, Yvonne Nalani Meulemans, Lalitha Nataraj, and Judith Opdahl

Chapter 3. Georgia State University: Student Success Equals Our Success
Karen Doster-Greenleaf

Chapter 4. Greenfield Community College: Finding Value in the Process
Liza Harrington, Tim Dolan, and Claire Lobdell

Chapter 5. Lafayette College: A Non-Liaison-Based Information Literacy Program
Lijuan Xu

Chapter 6. Michigan State University: Focusing on First Year Writing
Benjamin Oberdick and Elizabeth A. Webster

Chapter 7. Northern Kentucky University: Strategic Instruction through Connected One-Shots
Andrea Brooks and Jane Hammons

Chapter 8. Oxford College of Emory University: A Team-Based Approach to Teaching Information Literacy to First-Year and Second-Year Students
Courtney Baron, Kitty McNeill, Ellen Neufeld, and Jessica Robinson

Chapter 9. Saddleback College: Embracing Growth with a Small but Mighty Team
Carolyn Seaman

Chapter 10. University of California, Riverside: Positioning Librarians as Co-educators
Dani Brecher Cook

Chapter 11. University of Nevada, Reno: Tackling English Composition as a Team
Rosalind Bucy, Elsa De Jong, Tati Mesfin, and Rayla E. Tokarz

Subject Liaison Model
Describes IL programs where the instruction work is distributed through dedicated subject liaison teams

Chapter 12. Utah State University: English Composition Library Instruction Program—A Program within Programs
Katie Strand, Dory Rosenberg, and McKenzie Hyde

Chapter 13. California State University, Dominguez Hills: Revitalizing a Program from the Ground Up
Carolyn Caffrey Gardner and Tessa Withorn

Chapter 14. Delaware County Community College: An Information Literacy Program Designed for a Diverse Student Population
Michael LaMagna

Chapter 15. Longwood University: Communication and Collaboration for Greater Faculty Investment in Information Literacy
Jennifer Beach

Chapter 16. Saint Mary’s College of California: Tradition and Transparency on a Tight-Knit Campus
Gina Kessler Lee and Conrad M. Woxland

Chapter 17. Sonoma State University: Be Curious; Be Critical; Be a Community
Kaitlin Springmier

Chapter 18. University of Minnesota Duluth: Surfacing Shared Purpose
Kim Pittman

Chapter 19. University of New Hampshire: Renaissance in Action
Kathrine C. Aydelott

Chapter 20. University of Southern California: Building Consensus over Time
Elizabeth Galoozis

Chapter 21. Washington University in St. Louis: Reorganizing and Reframing an Instruction and Information Literacy Program
Amanda B. Albert

Combination of Teaching Team and Subject Liaison Models
Describes IL programs where the instruction work is conducted by some kind of combination of a dedicated teaching team and a liaison model

Chapter 22. Augustana College: Scaffolding to Success
Stefanie R. Bluemle

Chapter 23. The Claremont Colleges Library: Instruction in a Consortium
Rebecca Halpern

Chapter 24. Eastern Connecticut State University: One-Shots across First-Year Programs
David Vrooman

Chapter 25. UNC Greensboro: A Diverse Program for a Diverse Campus
Jenny Dale

Chapter 26. University of Dubuque: Liaison Model with an Embedded Core
Becky Canovan

Chapter 27. University of Houston: Creating a Space for Care and Connection
Veronica Arellano Douglas

Chapter 28. University of Nevada, Las Vegas: Liaisons and Teaching Librarians—Navigating Overlapping Responsibilities and Identities
Chelsea Heinbach and Susan Wainscott

Chapter 29. University of Portland: Strong Relationships and a Respected Instruction Program
Stephanie Michel, Jane Scott, Heidi Senior, and Diane Sotak

Chapter 30. University of Washington Bothell/Cascadia College: Scaffolded Curriculum Supported by a Community of Practice
Leslie Hurst, Dani Rowland, and Sarah Leadley

Chapter 31. Wheaton College: Equipping Lifelong Learners
Joshua M. Avery and Cathy Troupos

Chapter 32. Worcester State University: All Hands on Deck
Vicki Gruzynski

Solo Librarian Model
Describes IL programs led by one individual

Chapter 33. Ozarks Technical Community College: Doing More by Doing Less—Radically Reinventing a Community College Instruction Program
Sarah H. Mabee and Sarah E. Fancher

Chapter 34. Paul Smith’s College: Engaging Student Workers through Student-Led Information Literacy
Amy Pajewski

Chapter 35. State University of New York College of Agriculture and Technology at Cobleskill: A One-Person Instruction Program
Don LaPlant

Chapter 36. Mary Baldwin University: Student-Centered Information Literacy Instruction on a Shoestring Staff
Anaya Jones

Focused on a For-Credit Course
Describes IL programs where a for-credit course is a core element of the IL program

Chapter 37. State University of New York at Plattsburgh: Immersed in Teaching
Michelle Toth

Chapter 38. University of Northern Colorado: Collaborate. Standardize. Grow.
Lyda Fontes McCartin

Chapter 39. University of Maryland, Baltimore County: Building Relationships at a Public Research University
Joanna Gadsby and Katy Sullivan

About the Authors

Carolyn Caffrey Gardner

Carolyn Caffrey Gardner is the information literacy coordinator at California State University, Dominguez Hills. After completing her MLS from Indiana University Bloomington, Gardner worked as an instruction librarian at University of Wisconsin–Superior and then University of Southern California, where she focused on the intersections of first-year writing programs and information literacy instruction. Her research interests include critical pedagogy and assessment, peer-to-peer scholarly resource sharing through social media, and information literacy program structures.

Elizabeth Galoozis

Elizabeth Galoozis (she/her) is head of Information Literacy and Student Engagement at the Claremont Colleges Library. Her research interests include critical information literacy, feminist pedagogy, and identity in the library workplace. Her work has appeared in Library Quarterly, In the Library with the Lead Pipe, Library Juice Press, and at ACRL, CALM, and LOEX conferences. She is the co-editor, along with Carolyn Caffrey and Rebecca Halpern, of Hidden Architectures of Information Literacy Programs: Structures, Practices, and Contexts. Her creative work has been published in Phoebe, Air/Light, Sinister Wisdom, and RHINO, among others. She advises mid-career librarians to articulate their personal values and come back to them when making decisions.

Rebecca Halpern

Rebecca Halpern is the Undergraduate Engagement Team Leader at The Claremont Colleges Library. After spending several years as a subject librarian at the University of Southern California, Rebecca wanted to use her facilitation, strategic planning, and teaching skills to coordinate an instruction program. At The Claremont Colleges, she supervises a team of teaching librarians and oversees the first-year instruction and outreach programs. Her research interests are in antiracist pedagogy and management, critical librarianship, and ethnographic methodologies.