Expert Teams in the Academic Library: Going Beyond Subject Expertise to Create Scaffolded Instruction

Wissinger, Christina L.; Raish, Victoria; Miller, R. C.; Borrelli, Stephen A.

doi:10.1080/01930826.2018.1448648

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…However, examples of the Framework being used to support IL instruction in nursing education have been emerging [14][15][16]. LeBlanc and Quintiliano described reworking the Conversation, Revision, Authority, and Property (C.R.A.P.)…”

Section: Discussionmentioning

confidence: 99%

Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

McGowan

Cantwell

Conklin

et al. 2020

jmla

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Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

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Section: Discussionmentioning

confidence: 99%

Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

McGowan

Cantwell

Conklin

et al. 2020

jmla

View full text Add to dashboard Cite

show abstract

“…The "other" category (n=23, 18% of total article set, 7% of all domain codes) represents a diverse range of skills, concepts, and domains which may or may not be a part of "information literacy," but which were included in IL curricula by librarians and collaborators. Some examples of concepts and skills marked in this "other" IL domain category were lifelong learning (Diekema et al, 2019), reading skills (Eldermire et al, 2019), and use of principles of design (Wissinger et al, 2018). We did not originally conceptualise "integrating evidence" within our extraction instrument as an IL domain, but decided to add it after preliminary testing of our instrument revealed a notable minority of articles including this specific wording.…”

Section: Concepts and Skillsmentioning

confidence: 99%

Information literacy curriculum mapping in the health sciences

Olson,

Bates,

Yarbrough

et al. 2023

JIL

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Instructional medical librarians are uniquely positioned in a context governed by multiple instructional frameworks emerging from librarianship and the professions with which they liaise. Yet very little literature exists on medical librarians’ use of curriculum mapping to align their instruction with these frameworks. This review illuminates the current state of curriculum mapping in medical librarianship. We searched five bibliographic databases for articles published between 2010 and August 2021 and centred on information literacy (IL) curriculum mapping within a health sciences university context. Studies were included based upon pre-determined inclusion and exclusion criteria. Data were extracted using an instrument developed primarily a priori, with some codes developed emergently in response to preliminary review of the data. We included 127 studies focused on curriculum mapping, of which only 24 included structures which might be considered “curriculum maps”. Across all 127 studies included, The Association of College & Research Libraries’ Information Literacy Competency Standards for Libraries for Higher Education was the most-used IL framework, though versions of evidence-based practice were used more often, with a great deal of diversity and incomplete reporting on how these frames informed instruction of discrete concepts and skills. Within the 24 articles containing figurative curriculum maps, the same diversity of concepts and incomplete reporting was present, with librarians mapping IL frameworks to classroom activities more often than learning outcomes or competencies. Development of curricular maps aligning discrete IL concepts and skills with different disciplinary contexts is needed to provide instructors with a modular structure they might implement in their own contexts. To further the identification of best practices, future research should examine existing curricular maps made by librarians.

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“…Wissinger et al use a librarian team-based approach to design an IL nursing curriculum. 19 The authors argue that it will require librarians to embrace new definitions of expertise and cross-disciplinary collaboration to effectively "anticipate the complicated needs of interdisciplinary researchers." 20 By combining the expertise of librarians in four different practice areas, online learning, nursing, assessment, and IL, these librarians sorted the ACRL Information Literacy Competency Standards for Nursing outcomes by class standing and developed lessons that built upon each other.…”

Section: Collaboration and Communities Of Practicementioning

confidence: 99%

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

Oberlies¹,

Kirker

Mattson

et al. 2021

CRL

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How do the personal epistemological beliefs of instruction librarians inform their teaching practices? By learning about their personal beliefs about knowledge acquisition, are librarians better equipped to create an environment more conducive to student learning? These questions informed a mixed-methods research study. Using the Approaches to Teaching Inventory, 283 teaching librarians answered 22 questions about their teaching practices and how they believe students learn. We interviewed 12 of these librarians to learn more about their teaching practices and epistemological beliefs. Seven themes emerged as influences on the instructional practices of librarians that ranged from learning biases to classroom tensions.

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Expert Teams in the Academic Library: Going Beyond Subject Expertise to Create Scaffolded Instruction

Cited by 10 publications

References 8 publications

Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

Information literacy curriculum mapping in the health sciences

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

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