Faculty-library collaboration: two pedagogical approaches

Journal of Information Literacy

Karen Marie Øvern¹ 

[1] Gjøvik University College

关键词: information literacy;    pedagogy;    assessment;    team-teaching;    faculty;    academic libraries;    collaboration;    student learning outcomes;    higher education;    undergraduate students;    postgraduate students;    Norway;   

DOI  :  

学科分类：社会科学、人文和艺术（综合）

来源: Information Literacy

【 摘 要 】

The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.

【 授权许可】

Unknown