TY  - JOUR
AB  - A case study of the integration of information literacy into a psychology research course is presented. The process of integration began with developing learning outcomes, a four‐hour curriculum, exercises, and an assessment instrument, which were approved by the Psychology Department's undergraduate curriculum committee. Also emphasized is the ongoing exchange of expertise between liaison librarian and psychology faculty to enhance library‐related components in the design of the course. Difficulties in implementing the program are described, along with the use of outcome statistics to underscore the value of the partially implemented program. Librarians used data from student assessments to highlight the need for more intensive and extensive student training to meet learning objectives. The sometimes laborious process of academic negotiation is discussed, along with the resulting decision to develop a psychology literature tutorial through collaboration between a junior Psychology Department faculty member and a librarian.
VL  - 32
IS  - 2
SN  - 0090-7324
DO  - 10.1108/00907320410537702
UR  - https://doi.org/10.1108/00907320410537702
AU  - Thaxton Lyn
AU  - Beth Faccioli Mary
AU  - Page Mosby Anne
PY  - 2004
Y1  - 2004/01/01
TI  - Leveraging collaboration for information literacy in psychology
T2  - Reference Services Review
PB  - Emerald Group Publishing Limited
SP  - 185
EP  - 189
Y2  - 2024/04/26
ER  -