Information Literacy Instruction on the East Coast. Current Practices in Atlantic Canadian Academic Libraries Barry Cull, Information Services Librarian University of New Brunswick 33 rd Annual Workshop on Instruction in Library Use (WILU) June 16 th 2004 - Victoria, BC, Canada.
Current Practices in
Atlantic Canadian Academic Libraries
Barry Cull, Information Services Librarian
University of New Brunswick
33rd Annual Workshop on Instruction
in Library Use (WILU)
June 16th 2004 - Victoria, BC, Canada
“We’re not [teaching] on the side. It’s part of our job.”
“Instruction is what our job is all about in an academic library.”
“Ultimately all library services are public services.”
“We’re here for the students.”
“Teaching is an art…something you always work on.”
“Anything can be successful if you’re willing to stop and look at it….It’s just thinking about it.”
“I’m not perfect. I try to be, but I’m not there yet.”
“In some situations, I’m still scared out of my mind.”
(Julien, 2000 & 1997)
“It is important to try and get students involved….If they work together on something, and report back, you get them talking without singling themselves out.”
“You have to [remain flexible and responsive in class] and see what happens….This creates the opportunity for students to see that you really are there for them.”
“In rushing in to come up with these measures of success, we forget the role of [IL] in the overall intellectual activity at the university.”
“A pedagogically competent teacher communicates the objectives of the course to students, is aware of alternative instructional methods or strategies, and selects methods of instruction that, according to research evidence (including personal or self-reflective research), are effective in helping students to achieve the course objectives.”
- Society for Teaching and Learning in Higher Education (Murray, 1996)
Question support and motives:
“I question if the support is as passionate as mine.”
“[IL] is supported and promoted by administration, as long as it does not require additional resources.”
“[The director] sees the value of being involved in the curriculum centrally [but if this were] because of collections [s/he] would be equally happy.”
Positive working relationships with some, complaints of negative attitudes of others:
“Hot and cold.”
“A lot of support from a few.”
“Verbal support [but not] a lot of action.”
Viewed as key stakeholders:
“To make [IL] pervasive through a department or faculty, you need to have administrative support.”
“At this point, our only connection is through the faculty. If [they become more supportive of IL] then hopefully we can sell it to higher administration.”
“I’ve given up on my previous answer of incorporating more web-based instruction.”
“We need more librarians.”
“We spend a lot of time with students and faculty, saying, ‘You’re good, but we’re great. You may be able to find something in half an hour, but we’ll show you how to find something in a few minutes and how to do it for the rest of your life.’”
and university administration
“A librarian shall have the right to devote up to 40% of normal workload to the pursuit of research, study, educational and other scholarly activities.”
- Canadian Association of University Teachers’ Model Clause on the Scholarly Activities of Academic Librarians
(CAUT Librarians Committee, 2003)
Canadian Association of University Teachers Librarians Committee. 2003. Model Clause on the Scholarly Activities of Academic Librarians. Available: http://www.caut.ca/english/member/bargaining/mc_scholarly.asp [May 27, 2004].
Julien, Heidi. “Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons,” College and Research Libraries 61, no. 6 (November 2000): 510-523.
Julien, Heidi, and Gloria J. Leckie, “Bibliographic Instruction Trends in Canadian Academic Libraries,” Canadian Journal of Information and Library Science 22, no. 2 (July 1997): 1-15.
Kuhlthau, Carol Collier. 1996. Seeking Meaning: A Process Approach to Library and Information Services. Norwood, NJ: Ablex Publishing Corporation.
Murray, Harry et al. 1996. STLHE Ethical Principles in University Teaching. Available: http://www.tss.uoguelph.ca/stlhe/ethics.html [April 22, 2004].