Kill the One-Shot: Using a Collaborative Rubric to Liberate the Librarian–Instructor Partnership

Approaching freshman library one-shots in an unconventional way: Using archival materials to connect students to the university and their major

“…This type of request presents a quandary for librarians who do not think it is an effective way to teach library skills but still want to connect the library to incoming freshmen while building relationships with instructors. 1 This article presents the way in which a social science librarian and a special collections librarian worked to include their library's unique archival materials within a freshman psychology course in an unconventional way. Thinking about this type of instruction request in a different light provided us an opportunity to creatively use the library's archival collections to connect psychology students to the rich history of their major and to the local community.…”

Making sense of librarian-led information literacy instruction

“…Encouraging flexibility in the way faculty collaborate with librarians would also help keep them informed and bolster the relationship between the two academic stakeholders (Junisbai, Lowe & Tagge, 2016). This can be done by providing the faculty member with options on how information literacy should be incorporated into their course (Junisbai et al, 2016;Belzowski & Robison, 2019). These options could even be delineated in the library's policies and procedures for information literacy instruction (Belzowski & Robison, 2019).…”

“…This can be done by providing the faculty member with options on how information literacy should be incorporated into their course (Junisbai et al, 2016;Belzowski & Robison, 2019). These options could even be delineated in the library's policies and procedures for information literacy instruction (Belzowski & Robison, 2019). Lastly, writing out a teaching philosophy could result in a meaningful partnership with faculty and serve as a conduit for dialog about information literacy (Meulemans & Carr, 2012).…”

“…The last recommendation for practice is to solicit comments from faculty about librarianled instruction. The responses from faculty about their experiences with library instruction could help librarians meet the instructional needs of faculty as well as strengthen the collaborative relationship between them (Belzowski & Robison, 2019). Soliciting feedback from faculty about librarian-led instruction could also help librarians identify any misconceptions as well as remedy any concerns (Berg & Weiner, 2018).…”

“…Assessment on library instruction from the perspective of faculty can be accomplished by surveying faculty or by requesting feedback after the completion of a librarian-led information literacy session. Belzowski and Robison (2019) noted that providing faculty with guidelines and a rubric on ways to integrate information literacy into their class could be helpful in engaging reluctant faculty in participating in librarian-led information literacy instruction. From the perspective of role theory, faculty assessment of librarian-led information literacy sessions is an example of role-taking because they are aware of what information literacy means and how it should be taught.…”