dc.contributor.author	Gibson, Christina Taylor
dc.contributor.author	Massey, Elizabeth Diane
dc.contributor.department	Towson Univeristy. Albert S. Cook Library. Research & Instruction
dc.date.accessioned	2024-03-25T16:03:13Z
dc.date.available	2024-03-25T16:03:13Z
dc.date.issued	2024-03-22
dc.description	This is a pre-print of a paper prepared for the Communications in Information Literacy Innovative Practices section. The full texts of the surveys administered are included, although they were not included in the publication itself.
dc.description.abstract	The Association of College and Research Libraries’ adoption of the Framework for Information Literacy in 2016 formalized a sea change in information literacy instruction. It asks librarians to instill students with the skills needed for navigating the contemporary information landscape. One way to give students sufficient practice with these skills is for librarians to encourage faculty to cover them during normal instructional time, but this has its pitfalls due to power imbalances within the academy (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2022). The co-authors of this article—one a Librarian and the other an Adjunct Professor —overcame such obstacles and collaborated productively on information literacy instruction. We explore the reasons behind our success, detail the hidden labor underlying this work, describe course objectives and the structure constructed to satisfy those objectives, analyze students’ accounts of their affective journey through the course, and offer suggestions for those wishing to cultivate a similar classroom environment. Our experience indicates that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students’ survey responses, aggregate results in both academic work and survey responses suggest that for many students these insights led to greater independence.
dc.description.sponsorship	We are grateful to Towson University for the structural and financial support of this research. This paper was workshopped through various conference presentations: the Towson University Educators Summit (Gibson & Massey, 2023), the Workshop for Instruction in Library Use (Gibson, 2023), and the annual meeting of the Music Librarian Association (Gibson & Massey, 2024), which also provided financial support.
dc.format	application/pdf
dc.format	application/vnd.openxmlformats-officedocument.wordprocessingml.document
dc.format.extent	4 documents: 28 pages; 5 pages; 5 pages; 5 pages
dc.genre	journal articles pre-prints
dc.genre	journal article surveys
dc.identifier	doi:10.13016/m2jyzs-detg
dc.identifier.uri	http://hdl.handle.net/11603/32446
dc.language.iso	en
dc.relation.isAvailableAt	Towson University
dc.relation.ispartofseries	Communications in Information Literacy
dc.rights	This is a pre-print of a paper scheduled for publication in Communications in Information Literacy, Innovative Practices section. Publication expected in Spring 2024, pending final revisions.
dc.subject	information literacy
dc.subject	Threshold skills
dc.subject	Music
dc.subject	Libraries
dc.subject	Teaching teams
dc.title	The power of solidarity: The effects of professor-librarian collaboration on students’ self-awareness of skill acquisition, pre-print and surveys
dc.type	Text
dcterms.creator	https://orcid.org/0000-0003-3010-4532

The power of solidarity: The effects of professor-librarian collaboration on students’ self-awareness of skill acquisition, pre-print and surveys

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