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Making Sense of Librarian-Led Inform...

Breland, Moddie V., Jr.

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Making Sense of Librarian-Led Information Literacy Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making Sense of Librarian-Led Information Literacy Instruction./
Author:	Breland, Moddie V., Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22622074
ISBN:	9781392622865

Making Sense of Librarian-Led Information Literacy Instruction.
Breland, Moddie V., Jr.

Making Sense of Librarian-Led Information Literacy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 164 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

This item must not be sold to any third party vendors.

This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least two sections of a general education course at Woodlawn College. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four superordinate themes and twelve subthemes. The four superordinate themes that emerged from the transcripts were 1) faculty understand the concept of information literacy in similar ways to library professionals, 2) faculty believe there are distinctive roles librarians and faculty play in teaching students information literacy, 3) faculty have a positive perception of librarian-led information literacy instruction, and 4) faculty encountered challenges with librarian-led information literacy instruction. This study suggests that there are opportunities for librarians to further assess how faculty incorporate information literacy, what role they believe librarians serve in promoting information literacy, and how they would integrate information literacy concepts into their classroom.

ISBN: 9781392622865Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Academic libraries

Making Sense of Librarian-Led Information Literacy Instruction.
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500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Masiello, Diletta.
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506 $a This item must not be added to any third party search indexes.
520 $a This study explored how undergraduate faculty made sense of librarian-led information literacy instruction. Semi-structured interviews were conducted with six undergraduate faculty that taught at least two sections of a general education course at Woodlawn College. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts and identify four superordinate themes and twelve subthemes. The four superordinate themes that emerged from the transcripts were 1) faculty understand the concept of information literacy in similar ways to library professionals, 2) faculty believe there are distinctive roles librarians and faculty play in teaching students information literacy, 3) faculty have a positive perception of librarian-led information literacy instruction, and 4) faculty encountered challenges with librarian-led information literacy instruction. This study suggests that there are opportunities for librarians to further assess how faculty incorporate information literacy, what role they believe librarians serve in promoting information literacy, and how they would integrate information literacy concepts into their classroom.
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