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Librarian perceptions and information literacy instruction models

Erin L. Davis (Merrill‐Cazier Library, Utah State University, Logan, Utah, USA)
Kacy Lundstrom (Merrill‐Cazier Library, Utah State University, Logan, Utah, USA)
Pamela N. Martin (Merrill‐Cazier Library, Utah State University, Logan, Utah, USA)

Reference Services Review

ISSN: 0090-7324

Article publication date: 15 November 2011



This paper aims to explore both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is to be paid to teaching librarians' views on the effectiveness of two types of instruction models: for‐credit courses and course‐integrated library instruction.


To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL).


The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self‐identification as teachers.

Research limitations/implications

The survey was sent to list‐servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for‐credit and course‐integrated instruction.

Practical implications

This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus.


The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list‐servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.



Davis, E.L., Lundstrom, K. and Martin, P.N. (2011), "Librarian perceptions and information literacy instruction models", Reference Services Review, Vol. 39 No. 4, pp. 686-702.



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