Patience, Persistence, and Process: Embedding a Campus-wide Information Literacy Program across the Curriculum

Glenn Johnson-Grau; Susan Gardner Archambault; Elisa Acosta; Lindsey McLean

doi:0.1016/j.acalib.2016.10.013

Patience, Persistence, and Process: Embedding a Campus-wide Information Literacy Program across the Curriculum

Glenn Johnson-Grau, Susan Gardner Archambault, Elisa Acosta, Lindsey McLean

Loyola Marymount University

Research output: Contribution to journal › Article

Abstract

This article discusses strategies for academic libraries to collaborate with faculty to institutionalize important information literacy training. The discussion is framed around a case study of a medium-sized academic institution in the United States that successfully embedded information literacy concepts into course-level learning outcomes for three required courses in a new core curriculum.

Original language	English
Pages (from-to)	750–56
Journal	Journal of Academic Librarianship
Volume	42
Issue number	6
DOIs	https://doi.org/0.1016/j.acalib.2016.10.013
State	Published - 2016

Keywords

information literacy
faculty-librarian collaboration
core curriculum
program review
curriculum development
library instruction
tutorials

Disciplines

Library and Information Science

Access to Document

0.1016/j.acalib.2016.10.013

patience, persistence, and process .docxFinal published version, 1.33 MBLicense: Unspecified

http://digitalcommons.lmu.edu/librarian_pubs/44

Cite this

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abstract = "This article discusses strategies for academic libraries to collaborate with faculty to institutionalize important information literacy training. The discussion is framed around a case study of a medium-sized academic institution in the United States that successfully embedded information literacy concepts into course-level learning outcomes for three required courses in a new core curriculum. ",

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