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Librarian perceptions and information literacy instruction models

Librarian perceptions and information literacy instruction models Purpose – This paper aims to explore both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is to be paid to teaching librarians' views on the effectiveness of two types of instruction models: for‐credit courses and course‐integrated library instruction. Design/methodology/approach – To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL). Findings – The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self‐identification as teachers. Research limitations/implications – The survey was sent to list‐servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for‐credit and course‐integrated instruction. Practical implications – This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus. Originality/value – The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list‐servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Librarian perceptions and information literacy instruction models

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References (22)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907321111186695
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to explore both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is to be paid to teaching librarians' views on the effectiveness of two types of instruction models: for‐credit courses and course‐integrated library instruction. Design/methodology/approach – To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL). Findings – The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self‐identification as teachers. Research limitations/implications – The survey was sent to list‐servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for‐credit and course‐integrated instruction. Practical implications – This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus. Originality/value – The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list‐servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.

Journal

Reference Services Review – Emerald Publishing

Published: Nov 15, 2011

Keywords: Information literacy; Course‐integrated instruction; For‐credit instruction; Credit bearing information literacy; Teaching librarians; Academic libraries; Librarians; United States of America

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