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- Description
- Table of Contents
- About the authors
“[T]here is something in this work to inspire anyone who provides information literacy instruction—frontline instructors, new instruction coordinators, and veteran program administrators.”
—from the Foreword by Suchi Mohanty
Creating, running, and coordinating an information literacy program requires not only the visible labor of scheduling and teaching classes, but a host of invisible mechanics that makes a program function in its entirety. Hidden Architectures of Information Literacy Programs captures some of the tacit knowledge information literacy coordinators accumulate through trial and error and informal conversations with professional networks, and details practices of information literacy programs that are both innovative and the core functions of our jobs.
In 39 chapters, authors from a variety of diverse institutions highlight the day-to-day work of running and coordinating information literacy programs and the soft skills necessary for success in the coordinator role. They discuss the institutional context into which their work fits, their collaborators, students, marketing, and assessment, as well as the many varied duties they balance. Chapters examine the delicate balancing act of labor distribution, minimal or absent positional authority coupled with making decisions and assignments, generating buy-in for programmatic goals and approaches, and maintaining positive relationships throughout the organization.
Hidden Architectures of Information Literacy Programs attempts to make all information literacy program labor visible, raise its importance, and encourage more scholarship on what might seem like the “boring” parts of program development. This book is for graduate students learning about information literacy programs, administrators who may never have taught an information literacy session, instruction librarians looking to step out of the everyday and understand the depth and breadth of their program, and all educators interested in the accomplishments and inner workings of information literacy programming.
Foreword
Suchi Mohanty
Introduction
Carolyn Caffrey Gardner, Elizabeth Galoozis, and Rebecca Halpern
Teaching Team Model
Describes IL programs where the instruction work is conducted by a team, unit, or department dedicated to teaching
Chapter 1. Auraria Library: Team Approach at a Tri-institutional Library
Andrea Falcone
Chapter 2. California State University San Marcos: Building an Inclusive Team through Collaborative Reflection
Allison Carr, Denise Kane, Talitha Matlin, Yvonne Nalani Meulemans, Lalitha Nataraj, and Judith Opdahl
Chapter 3. Georgia State University: Student Success Equals Our Success
Karen Doster-Greenleaf
Chapter 4. Greenfield Community College: Finding Value in the Process
Liza Harrington, Tim Dolan, and Claire Lobdell
Chapter 5. Lafayette College: A Non-Liaison-Based Information Literacy Program
Lijuan Xu
Chapter 6. Michigan State University: Focusing on First Year Writing
Benjamin Oberdick and Elizabeth A. Webster
Chapter 7. Northern Kentucky University: Strategic Instruction through Connected One-Shots
Andrea Brooks and Jane Hammons
Chapter 8. Oxford College of Emory University: A Team-Based Approach to Teaching Information Literacy to First-Year and Second-Year Students
Courtney Baron, Kitty McNeill, Ellen Neufeld, and Jessica Robinson
Chapter 9. Saddleback College: Embracing Growth with a Small but Mighty Team
Carolyn Seaman
Chapter 10. University of California, Riverside: Positioning Librarians as Co-educators
Dani Brecher Cook
Chapter 11. University of Nevada, Reno: Tackling English Composition as a Team
Rosalind Bucy, Elsa De Jong, Tati Mesfin, and Rayla E. Tokarz
Subject Liaison Model
Describes IL programs where the instruction work is distributed through dedicated subject liaison teams
Chapter 12. Utah State University: English Composition Library Instruction Program—A Program within Programs
Katie Strand, Dory Rosenberg, and McKenzie Hyde
Chapter 13. California State University, Dominguez Hills: Revitalizing a Program from the Ground Up
Carolyn Caffrey Gardner and Tessa Withorn
Chapter 14. Delaware County Community College: An Information Literacy Program Designed for a Diverse Student Population
Michael LaMagna
Chapter 15. Longwood University: Communication and Collaboration for Greater Faculty Investment in Information Literacy
Jennifer Beach
Chapter 16. Saint Mary’s College of California: Tradition and Transparency on a Tight-Knit Campus
Gina Kessler Lee and Conrad M. Woxland
Chapter 17. Sonoma State University: Be Curious; Be Critical; Be a Community
Kaitlin Springmier
Chapter 18. University of Minnesota Duluth: Surfacing Shared Purpose
Kim Pittman
Chapter 19. University of New Hampshire: Renaissance in Action
Kathrine C. Aydelott
Chapter 20. University of Southern California: Building Consensus over Time
Elizabeth Galoozis
Chapter 21. Washington University in St. Louis: Reorganizing and Reframing an Instruction and Information Literacy Program
Amanda B. Albert
Combination of Teaching Team and Subject Liaison Models
Describes IL programs where the instruction work is conducted by some kind of combination of a dedicated teaching team and a liaison model
Chapter 22. Augustana College: Scaffolding to Success
Stefanie R. Bluemle
Chapter 23. The Claremont Colleges Library: Instruction in a Consortium
Rebecca Halpern
Chapter 24. Eastern Connecticut State University: One-Shots across First-Year Programs
David Vrooman
Chapter 25. UNC Greensboro: A Diverse Program for a Diverse Campus
Jenny Dale
Chapter 26. University of Dubuque: Liaison Model with an Embedded Core
Becky Canovan
Chapter 27. University of Houston: Creating a Space for Care and Connection
Veronica Arellano Douglas
Chapter 28. University of Nevada, Las Vegas: Liaisons and Teaching Librarians—Navigating Overlapping Responsibilities and Identities
Chelsea Heinbach and Susan Wainscott
Chapter 29. University of Portland: Strong Relationships and a Respected Instruction Program
Stephanie Michel, Jane Scott, Heidi Senior, and Diane Sotak
Chapter 30. University of Washington Bothell/Cascadia College: Scaffolded Curriculum Supported by a Community of Practice
Leslie Hurst, Dani Rowland, and Sarah Leadley
Chapter 31. Wheaton College: Equipping Lifelong Learners
Joshua M. Avery and Cathy Troupos
Chapter 32. Worcester State University: All Hands on Deck
Vicki Gruzynski
Solo Librarian Model
Describes IL programs led by one individual
Chapter 33. Ozarks Technical Community College: Doing More by Doing Less—Radically Reinventing a Community College Instruction Program
Sarah H. Mabee and Sarah E. Fancher
Chapter 34. Paul Smith’s College: Engaging Student Workers through Student-Led Information Literacy
Amy Pajewski
Chapter 35. State University of New York College of Agriculture and Technology at Cobleskill: A One-Person Instruction Program
Don LaPlant
Chapter 36. Mary Baldwin University: Student-Centered Information Literacy Instruction on a Shoestring Staff
Anaya Jones
Focused on a For-Credit Course
Describes IL programs where a for-credit course is a core element of the IL program
Chapter 37. State University of New York at Plattsburgh: Immersed in Teaching
Michelle Toth
Chapter 38. University of Northern Colorado: Collaborate. Standardize. Grow.
Lyda Fontes McCartin
Chapter 39. University of Maryland, Baltimore County: Building Relationships at a Public Research University
Joanna Gadsby and Katy Sullivan
About the Authors