A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing
Year: 2018
Type: article
Abstract: As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students’ ability to locate and evaluate information, but students continue to struggle with the “use” component of information literacy. This article presents a trilateral case study among librarians, faculty, and writing center administrators, emphasizing the intersection of programmatic partnerships, assessment, and pedagogical best practices. Our research shows a trilateral approach to information literacy increases efficacy and a sense of shared responsibility in support of student research where traditional bilateral approaches fall short.
Source: College & Research Libraries
DOI: 10.5860/crl.79.1.120
Institution: Eastern Kentucky University
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2586286191