Breathing Life into Information Literacy Skills: Results of a Faculty-Librarian CollaborationJournal of Learning Development in Higher Education
Margaret E. Flora: Class of 2013
Joseph W. Miller: Class of 2013
AbstractWhen an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, but also organization strategies.
Copyright NoteThis is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Citation InformationStebick, Divonna, et al. "Breathing Life into Information Literacy Skills: Results of a Faculty-Librarian Collaboration." Journal of Learning Development in Higher Education 8 (March 2015), 1-20.