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.
%0 Journal Article
%1 Napier2018
%A Napier, Trenia
%A Parrott, Jill
%A Presley, Erin
%A Valley, Leslie
%D 2018
%J College & Research Libraries
%K approach information informationskompetenz konzept literacy schreiben schulungen studenten wissenschaftliches
%N 1
%P 120
%R 10.5860/crl.79.1.120
%T A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing
%U https://crl.acrl.org/index.php/crl/article/view/16609
%V 79
%X 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.
@article{Napier2018,
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.},
added-at = {2018-02-20T15:47:17.000+0100},
author = {Napier, Trenia and Parrott, Jill and Presley, Erin and Valley, Leslie},
biburl = {https://puma.ub.uni-stuttgart.de/bibtex/2d5ec6d75f178d8010a41aede1d5ce22a/droessler},
doi = {10.5860/crl.79.1.120},
file = {:16609-19810-2-PB.pdf:PDF},
groups = {public},
interhash = {0835aa395949ae2ceb3a461d9852be93},
intrahash = {d5ec6d75f178d8010a41aede1d5ce22a},
issn = {2150-6701},
journal = {College & Research Libraries},
keywords = {approach information informationskompetenz konzept literacy schreiben schulungen studenten wissenschaftliches},
number = 1,
pages = 120,
timestamp = {2018-02-28T22:21:01.000+0100},
title = {A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing},
url = {https://crl.acrl.org/index.php/crl/article/view/16609},
username = {droessler},
volume = 79,
year = 2018
}
