This poster presentation will demonstrate a model for how to build a faculty learning community around the theme of information literacy. Issues of administrative funding, faculty buy in, and the development of learning outcomes will be addressed. Also included, will be the pros and cons of this approach, as well as lessons learned from two offerings of this pilot project at one small, private, Liberal Arts College. These faculty learning communities also incorporated an embedded librarian component for one of each faculty participant's courses. Student feedback from these courses and faculty feedback of the learning community will be shared.
Faculty learning communities help to bridge the gap between one-shot information literacy sessions and embedded librarianship, since faculty play a key role in course expectations for information literacy. When faculty understand and embrace more meaningful approaches to information literacy, librarians can better empower and support faculty in information literacy instruction. Moreover, the learning community model allows faculty to learn from each other about course information literacy approaches, rather than only librarians.
The poster presentation will include visual aids depicting the rationale and goals for the learning communities, a listing of course sections using the embedded librarian component, and assessment data from participants and students. Presenter iPads will scroll through pictures from an in-house faculty led workshop on the topic. Finally, application materials, a reading list and learning community exercises will be available as handouts for attendees.
Presenter will be responsible for her own technology.
Director of the Stanley Library