Librarian
Framework for Implementation
CW + Librarian Partnership
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Each CW section is assigned a Librarian.
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This partnership works best when the instructor and librarian work closely over the course of the semester and meet early to discuss roles, expectations, and learning outcomes for the semester.
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The librarians appreciate when the instructor is present and engaged in the instruction session. Students accept the librarian as an authority when the instructor participates and engages with the librarian in their session.
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The Librarian visits the class several times throughout the semester. It is recommended that the Librarian visit at least three times (see Assessment Evidence).
Ways to Incorporate Your Librarian into Your Course
We can do so much more than just demonstrate how to use our databases!
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Include library resources in your syllabus and assignments
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Scaffold information literacy concepts into assignments throughout the semester
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Invite the librarian to talk about concepts such as scholarship as a conversation, authority in research, finding relevant and credible information, synthesizing sources, and so on.
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Co-teach sessions with your librarian
Helpful Resources
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College Writing Official Research Guide: https://libguides.wustl.edu/CollegeWriting
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Thinking Made Visible Guide for Instructors: http://libguides.wustl.edu/instructors_W1
- Framework for Information Literacy in the Research ProjectThis document outlines the Framework for information literacy in the CWP research project.
Face to Face and Online Instruction Spaces
Librarians can teach classes either in Olin Library or in your classroom. Olin Library has three instruction spaces that serve a variety of pedagogical needs and purposes. For more information about these rooms as well as usage policies see the Instruction Rooms page on the Library's website.
Instruction Room 1: active learning space with 16 tables, collaborative software for sharing student and instructor laptop screens, and two large monitors for sharing content.
Instruction Room 2: traditional lab set up; divisible room - side a has 14 computers/seats; side b has 12. Projector capabilities available in both rooms.
Instruction Room 3: flexible learning space; tables as well as movable desks; set up for 38. Large monitor with collaborative software for group content sharing.
- Instruction Room PoliciesClick here to learn more about Olin Library's instruction rooms and room use policies.
Adding a Librarian to your course in Canvas is easy with these step-by-step instructions from Canvas Community. Use the link below to check out the instructions: https://community.canvaslms.com/docs/DOC-12973-4152724200
For more information about the transition to Canvas as well as additional resources, see the Hello, Canvas! website at https://hellocanvas.wustl.edu/
- Librarians and Resources Canvas Community PageA place for librarians to discuss strategies and share examples of ways library resources are being promoted and integrated into Canvas courses and (K-12, Higher Ed) resource rooms.
Research on Collaborating with Librarians
- Birmingham, Elizabeth, et al. “First-Year Writing Teachers, Perceptions of Students Information Literacy Competencies, and a Call for a Collaborative Approach.” Comminfolit, vol. 2, no. 1, 2008, p. 6.From the Abstract: his project surveyed English teachers at three institutions, a private liberal arts college, a public liberal arts college, and a land grant university, concerning their perceptions of their students' information literacy skills, as well as about the variety of strategies they used to introduce and reinforce information literacy competency in their classrooms.
- Jacobs, Heidi LM, and Dale Jacobs. “Transforming the One-Shot Library Session into Pedagogical Collaboration: Information Literacy and the English Composition Class.” Reference & User Services Quarterly, vol. 49, no. 1, 2009, pp. 72–82.Abstract: This article examines the programmatic and philosophical changes that resulted from a collaboration between a librarian and a composition and rhetoric professor. In particular, this article examines the ways in which a focus on research as a process arose from this ongoing dialogue and how the collaboration itself put two disciplines in conversation, thereby transforming thinking beyond this one relationship.
- Junisbai, Barbara, et al. “A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration.” The Journal of Academic Librarianship, vol. 42, no. 5, 2016, pp. 604–611.From the Abstract: Using an IL rubric to score student papers (n = 337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration “sweet spot”: the greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions.
- Margaret Artman, et al. “Not Just One Shot: Extending the Dialogue about Information Literacy in Composition Classes.” Composition Studies, vol. 38, no. 2, 2010, pp. 93–110.Abstract: While composition programs are frequently responsible for teaching basic research writing, it is still common practice to limit lessons in information literacy to “one-shot” library instruction sessions. This practice reinforces the perception that the research process is separate from (and simpler than) the writing process, that teaching students effective research practices can be reduced to a single, skills-based class session, and that, ultimately, literacy in information is only useful if tied to the academic research paper. We argue that writing and information literacy are complimentary processes that need to be integrated into multiple, contextual classroom sessions. Through collaboration and shared responsibility, writing teachers and librarians can better incorporate information literacy instruction within composition programs and improve students' research options and behaviors.