Embedding a librarian in the classroom: an intensive information literacy model

Abstract

Purpose

To describe an information literacy (IL) component for an undergraduate program, and to discuss the design and implementation of a faculty/librarian collaboration to teach first‐year English students how to do appropriate and thorough research.

Design/methodology/approach

The librarian was assigned to be a co‐instructor in the course, taught a significant percentage of the research material, and participated in the assigning of students' grades.

Findings

Each session taught by the librarian is described in detail, and the impact of the experiment on the students, the instructors and the college is addressed.

Originality/value

The paper addresses the benefits and difficulties of adding an intensive IL component on a small college campus.

Citation

Hearn, M.R. (2005), "Embedding a librarian in the classroom: an intensive information literacy model", Reference Services Review, Vol. 33 No. 2, pp. 219-227. https://doi.org/10.1108/00907320510597426