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ERIC Number: ED553119
Record Type: Non-Journal
Publication Date: 2013
Pages: 246
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-3758-0
ISSN: N/A
Faculty/Librarian Interprofessional Collaboration and Information Literacy in Higher Education
Franklin, Kimberly Y.
ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University
Collaboration is a best practice for integrating information literacy into teaching and learning, but extant research suggests that differences between the professional practice and professional socialization of faculty and librarians can hinder collaboration. This dissertation examines interprofessional factors that facilitate and hinder faculty/librarian collaboration in the context of information literacy in higher education. It examines professional socialization, professional practice, and collaborative learning and dialogue in faculty/librarian collaboration. The impact of faculty/librarian collaboration on students, and perceptions of the future of faculty/librarian collaboration and information literacy are also explored. Interview data and descriptive statistics were gathered from a criterion-based sample of 35 faculty members and librarians who participated in faculty/librarian information literacy collaboration projects in higher education between 2006 and 2011. Interprofessional facilitators and hindrances were related to organizational culture, professional practice, and interpersonal characteristics. Professional socialization for collaboration occurred in academic libraries and/or in professional development settings such as information literacy workshops and learning communities. Participants perceived that collaboration promotes academic success and interdisciplinary learning, and positive changes in students' information seeking behavior and in their perceptions of the librarian's role in student learning. Participants also saw their partnership as a model for students to emulate in their own careers. Several factors motivated faculty and librarians to collaborate, but the overarching motivation was their desire to help students to succeed academically and in their future careers and personal lives. Data revealed three notable differences in professional practice. First, librarians want to participate in assessing information literacy in student assignments, but faculty members saw a limited role in assessment for librarians. Second, untenured or adjunct faculty might limit their participation in collaboration because of time constraints. Tenure-track librarians viewed tenure as a facilitator that affords peer status with faculty and better opportunities for collaboration. Third, participants differed in their use of the term "information literacy". Members of both professions used the term in the classroom, but also, some did not because they believed it is jargon or implies illiteracy. The study findings indicated that information literacy and collaboration are valued for the learning benefits that accrue to faculty, librarians, and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A