Training the trainer to embed IL into curricula: Results from an action research project
Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.
academic libraries, action research, embedding information literacy, faculty development, faculty liaison, faculty-librarian collaboration, higher education, information literacy
Date of this Version
Flierl, M., Fundator, R., Reed, J., McGowan, B., Cai, C. and Maybee, C. 2020. Training the trainer to embed IL into curricula: Results from an action research project. Journal of Information Literacy, 14(1), pp. 3–18.