Collaboration & Advocacy
Explore suggestions on forming collaborative relationships and advocacy for Information Literacy Education.
Collaboration between teaching faculty and librarians is fundamental to information literacy.
- Collaboration is based on shared goals, a shared vision, and a climate of trust and respect. Each partner brings different strengths and perspectives to the relationship.
- The teacher brings an understanding of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught.
- The librarian adds a thorough knowledge of information skills and methods to integrate them into the course, pedagogical knowledge for teaching these skills and an understanding of student’s frustration with the research process.
Successful collaboration requires carefully defined roles, comprehensive planning and shared leadership.
Further readings on Collaboration
The following information provides some suggestions and ideas for information literacy advocacy and collaborations. See also the faculty and administrators section.
- Give a department chair or professor a copy of the Information Literacy standards brochure and describe how they can be used in classroom assessment and program accreditation.
- Ask a professor with whom you are currently working, what their greatest challenge is in terms of student research paper quality. Propose a way to address that one challenge.
- Meet with all new faculty, give them a copy of the standards brochure or web site and describe at least one other successful collaboration on campus.
- Ask to see course syllabi and review each for research projects. Discuss options for library guidance with their research project. Use the strategy to start a dialog and proceed later with more options.
- Team up with one faculty member to design assessment tools for a library research project. Use it as a springboard for other classes and collaborations.
- Describe how the standards are already being used in faculty courses, and illustrate how already established specific assignments with slight modifications will lead to assessable outcomes.
- Get involved with campus curriculum issues by becoming a member of a campus curriculum committee or task force. If you are not eligible to be a committee member ask to meet with the chair. Pass out the IL standards at those events and describe how they are being used.
- Provide recent research studies and advocacy documents, such as Project Information Literacy or A Library Advocate's Guide to Building Information Literate Communities.
- Start an Information Literacy Discussion group on campus.
- Be aware of the accreditation review cycle for your department and introduce the IL standards as an assessment tool.
- Approach other campus departments or organizations working with assessment or competency standards. Introduce yourself and start by listening to their challenges.
- Find granting opportunities such as on-campus faculty development grants. Set up partnerships with individual faculty to apply for those grants.
CCLI: California Clearinghouse for Library Instruction