Hidden architectures of information literacy programs : structures, practices, and contexts / edited by Carolyn Caffrey Gardner, Elizabeth Galoozis and Rebecca Halpern.

Format:

Book

Contributor:

Galoozis, Elizabeth, editor.

Gardner, Carolyn Caffrey, editor.

Sillett, Devon, editor.

Language:

English

Subjects (All):

Library science.

Physical Description:

1 online resource : illustrations.

Place of Publication:

Chicago, Illinois : Association of College and Research Libraries, 2020.

Summary:

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.

Contents:

Introduction

Teaching team model. Auraria Library: Team approach at a tri-institutional library / Andrea Falcone

California State University San Marcos: Building an inclusive team through collaborative reflection / Allison Carr, Denise Kane, Talitha Matlin, Yvonne Nalani Meulemans, Lalitha Nataraj, Judith Opdahl

Georgia State University: Student success equals our success / Karen Doster-Greenleaf

Greenfield Community College: Finding value in the process / Liza Harrington, Tim Dolan, Claire Lobdell

Lafayette College: A non-lisison-based information literacy program / Lijuan Xu

Michigan State University: Focusing on first year writing / Benjamin Oberdick Elizabeth A. Webster

Northern Kentucky University: Strategic instruction through connected one-shots / Andrea Brooks, Jane Hammons

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, Jessica Robinson

Saddleback College: Embracing growth with a small but mighty team / Carolyn Seaman

University of California, Riverside: Positioning librarieans as co-educators / Dani Brecher Cook

University of Nevada, Reno / Tackling English composition as a team / Rosalind Bucy, Elsa de Jong, Tati Mesfin, Rayla E. Tokarz.

Subject liaison model. Utah State University: English composition library instruction program

a program within programs / Katie Strand, Dory Rosenberg, McKenzie Hyde

California State University, Dominguez Hills: Revitalizing a program from the ground up / Carolyn Caffrey Gardner, Tessa Withorn

Delaware County Community College: An information literacy program designed for a diverse student population / Michael LaMagna

Longwood University: Communication and collaboration for greater faculty investment in information literacy / Jennifer Beach

Saint Mary's College of California: Tradition and transparency on a tight-knit campus / Gina Kessler Lee, Conrad M. Waxland

Sonoma State University: Be curious; be critical, be a community / Kaitlin Springmier

University of Minnesota Duluth: Surfacing shared purpose / Kim Pittman

University of New Hampshire: Renaissance in action / Kathrine C. Aydelott

University of Southern California: Building consensus over time / Elizabeth Galoozis

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. Augustana CollegeL Scaffolding to success / Stefanie R. Bluemie

The Claremont Colleges Library: Instruction in a consortium / Rebecca Halpern

Eastern Connecticut State University: One-shots across first-year programs / David Vrooman

UNC Greensboro: A diverse program for a diverse campus / Jenny Dale

University of DubuqueL Liaison model with an embedded core / Becky Canovan

University of Houston: Creating a space for care and connection / Veronica Arellano Douglas

University of Nevada, Las Vegas: Liasions and teaching librarians

navigating overlapping responsibilities and identities / Chelsea Heinbach, Susan Wainscott

University of Portland: Strong relationships and a respected instruction program / Stephanie Michel, Jane Scott Heidi Senior, Diane Sotak

University of Washington Bothell/Cascadia College: Scaffolded curriculum supported by a community of practice / Leslie Hurst, Dani Rowland, Sarah Leadley

Wheaton College: Equipping lifelong learners / Joshua M. Averym, Cathy Troupos

Worcester State University: All hands on deck / Vicki Gruzynski.

Solo librarian model. Ozarks Technical Community College: Doing more by doing less

radically reinventing a community college instruction program / Sarah H. Mabee, Sarah E. Fancher

Paul Smith's College: Engaging student workers through student-led information literacy / Amy Pajewski

State University of New York College of Agriculture and Technologyat Cobleskill: A one-person instruction program / Don LaPlant

Mary Baldwin University: Student-centered information literacy instruction on a shoestring staff / Anaya Jones.

Focused on a for-credit course. State University of NY at Plattsburgh: Immersed in teaching / Michelle Toth

University of Northern ColoradoL Collaborate. Standardize. Grow / Lyda Fontes McCartin

University of Maryland, Baltimore County: Building relationships at a public research university / Joanna Gadsby, Katy Sullivan.

Notes:

Includes bibliographical references.

Description based on print version record.

ISBN:

0-8389-4820-0