March 2018 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

March 2018 Site of the Month: Intro Tutorials for Engineers 

Interview with: Graham Sherriff
Interviewer: Marcia Rapchak

Project Description: “Intro Tutorials for Engineers” is a suite of interactive tutorials created in 2017 to support engineering seniors at the University of Vermont. These tutorials provide seniors taking capstone courses in Civil, Environmental, Electrical, and Mechanical Engineering with foundational instruction in key types of text-based information. Each tutorial defines a type of publication and its characteristics, explains its value for engineering research, and presents key resources and search strategies. This instruction becomes the basis for in-depth research assignments. The tutorials were created in the Guide on the Side platform, which integrates authentic, real-time web content and offers opportunities for interactive learning.

The full interview is available at: 

To see the archive of previous Site of the Month interviews, please see

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Tips and Trends article on Data Visualization

The ACRL Instruction Section, Instructional Technologies Committee, has published their latest Tips and Trends article, “Data Visualization,” written by Lindley Homol. Tips and Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction.“Data Visualization” is freely available at To see this and previous Tips and Trends, visit the Instructional Technologies Committee webpage.

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Call for Panelists: ACRL IS Current Issues Virtual Discussion Forum (2018 ALA Annual)

Call for panelists for the ACRL IS Current Issues Virtual Discussion Forum,

2018 ALA Annual Meeting

The IS Current Issues Virtual Discussion Forum is an excellent opportunity for instruction librarians to explore and discuss current topics related to library instruction and information literacy.  The steering committee welcomes proposals from individuals who are interested in being on a panel to discuss Critical Reading.  Critical reading is reading for a “. . . deeper understanding of how information is constructed, valued, and embedded within larger conversations.”

This virtual discussion will take place  in advance of the 2018 ALA Annual Meeting: Wednesday, June 6 at 2 PM EST/11 AM PST.

If you would like to share your knowledge and work in the area of critical reading submit a proposal to be a panelist for the IS Current Issues Virtual Discussion Forum today.

Application Deadline: April 20, 2018

To submit a proposal, please use the online submission form.

Applicants will be notified by May 4, 2018.


Contact the ACRL IS Discussion Group Steering Committee Chair, Patrick Wohlmut ( or Vice-Chair, Lauren Hays (

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2018 Midwinter Virtual Discussion Forum Recording

On January 24th, the Discussion Group Steering Committee hosted our Midwinter Virtual Discussion Forum. This year’s forum was titled, “Embedding Scholarly Communication In Your Instruction Practice: A Coordinated Approach,” and it was convened by Rebecca Llord, Kristina De Voe, and Annie Johnson from Temple University. It was well attended, and forum participants were engaged and thoughtful as they shared their experiences and parsed out the question of how scholarly communication intersects with their teaching.

A recording of the forum is available at There is also a chat transcript, available at

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Bibliography of Research Methods Texts

The ACRL Instruction Section’s Research and Scholarship Committee is pleased to share the recent revision of the committee’s Bibliography of Research Methods Texts. This publication is an annotated bibliography that provides information on research methods relevant to library and information science. Books are arranged into general subject categories and include reviews authored by committee members.

Bibliography of Research Methods Texts

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Call for Nominations: Featured Teaching Librarian

Do you know someone who is an amazing teaching librarian?  If yes, consider nominating them as a Featured Teaching Librarian!   If you’re an amazing teaching librarian, consider nominating yourself.  

The ACRL Instruction Section Teaching Methods Committee wants to highlight excellent teaching librarians.  Several times during the year, the committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning.  This feature provides a way to showcase amazing teaching librarians on the ACRL Instruction Section website and share their best teaching practices with others in the field.  Consider nominating yourself or someone you think is amazing!  

Nominations are due by March 2, 2018. If you have questions, please contact Sara Scheib.

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Accepted PRIMO Projects – Fall 2017

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that the following projects were accepted into the PRIMO database during its fall review cycle:

  1. Research Essentials Online Learning Curriculum (Dani Wellemeyer, Jess Williams, Anna Dunson, Julie Hartwell, Brent Sweany, Scott Curtis, Marley Killgore, Nate Beyerink, Fiona Holly – University of Missouri Kansas City)
  2. Evidence-Based Practice (New Literacies Alliance)
  3. Basics of APA Style (Lindsay O’Neill, Jon Cornforth – California State University Fullerton)
  4. Intro Tutorials for Engineers (Graham Sherriff – University of Vermont)

Congratulations to all! To explore these projects or others in the PRIMO database, please visit

Look for interviews with some of the creators of these projects at the PRIMO Site of the Month website during the spring.

If you would like to nominate a project to be considered for inclusion in the PRIMO database, the spring deadline is April 25, 2018. Submit your own project for consideration no later than May 9, 2018.

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Research Agenda Conversations: Lili Luo

Lili Luo

Dr. Lili Luo is an associate professor at the School of Information at San Jose State University. She received her Master’s in Information Management from Peking University in China and PhD in Information and Library Science from the University of North Carolina at Chapel Hill. Her areas of research interest and expertise include reference and information services, consumer health information, and research methods. She has published actively and led grant projects in these areas. She is a lead instructor in the federally funded program “Institute for Research Design in Librarianship” that provides professional development for academic and research librarians to augment their research skills. Recently she has co-authored a book titled Enhancing Library and Information Research Skills: A Guide for Academic Librarians that aims to help librarians become more competent and confident practitioner-researchers.

1) In your opinion, has library information literacy instruction developed its own theoretical basis and methodologies? If not, should it?

Information literacy (IL) is an increasingly important area for both researchers and practitioners in library and information science. From the theoretical perspective, we have witnessed wide discussion of various pedagogical, information-seeking, and learning theories (e.g., constructivism, behaviorism) in the IL literature. A number of different models and frameworks have also emerged to illustrate/support/interpret the conceptual and practical process of IL, such as ACRL’s Framework; the Big 6 model developed by Eisenberg and Berkowitz (1990); The Seven Pillars model developed in the UK; the Six Frames model developed by Bruce, Edwards, and Lupton (2006); Tuominen, Savolainen, and Talja’s (2005) sociotechnical practice model; and Bloom’s taxonomy. Meanwhile, there have been inductive research efforts that could contribute to theory development, such as research on the relationship between self-reported information literacy levels and actual information literacy levels. Regarding methodologies, both quantitative and qualitative methods and research designs have been used in IL research, depending on the research purpose and needs. For instance, experimental or quasi-experimental research is often used to test the effectiveness of a certain IL instructional approach/tool. In the future, it would be great if there could be more systematic reviews of published literature on different aspects of IL so that the field can develop a strong repertoire of the variables, methods, and theories in IL research.

2) What for you are the most interesting current developments in library information literacy instruction research?

I’m a research methods geek, so in IL research what interests me most is the wide variety of research methods and research designs used in research studies. Whenever I read a published study, I always look for the part where the authors explain why they chose to use the method(s) and design(s) they did. I think it is important for us to understand how methodological choices are made and explicitly state that in our writing. As I mentioned earlier, I hope to see more content analysis or systematic reviews of IL literature, especially reviews or analyses that focus on methodologies in studies about different IL aspects (e.g., instruction/pedagogy, assessment). This would help provide a comprehensive methodological examination of IL research, and also help guide novice IL researchers to better understand how research methods are employed by different types of IL research.

3) In Enhancing Library and Information Research Skills: A Guide for Academic Librarians you discuss the importance of academic librarians performing primary research. What are some salient research areas you think academic librarians involved in instruction should be pursuing?

Librarians are practitioner-researchers. When describing the relationship between research and practice, Jarvis (1999) stated that research is now about “seeking, in a most rigorous manner, to understand and create efficient working practice,” and practitioner-researchers should undertake their own research to meet “the need for more information for use in decision making at the managerial level, the need to keep abreast of new knowledge and procedures in this information society, and the need for continuing education and upgraded qualifications” (ix, 7). So, as IL librarians pursue their research, the best area to consider is their actual practice. Ultimately, research should serve their practical needs – research needs to produce meaningful data to improve practice. If a librarian needs to better work with faculty to incorporate IL into their curriculum, he/she might conduct a study to identify how faculty members interpret IL concepts and understand its terminology. If a librarian tries to figure out the most effective way to deliver information literacy tutorials from several ideas, he/she can design a quasi-experimental study to test their effectiveness. Once librarians reap the practical benefits of conducting research, they will be more motivated to further pursue it and even make it part of their regular routine.

4) You published a content analysis of a decade’s worth of articles published in the Journal of Academic Librarianship, and you suggest your findings will contribute to the enhancement of research culture among academic librarians. How do you think we can best enhance research culture in our profession?

In order to enhance the research culture among academic librarians, we need to overcome the obstacles that prevent librarians from engaging in research: (1) lack of time, (2) unfamiliarity with the process of research, (3) lack of support, (4) lack of confidence, and (5) insufficient training in research methods. A supportive research culture within a library needs to address these barriers and create an environment conducive to research productivity. It is important for library administration to recognize the value of research and encourage research efforts so that research can become an integral part of librarians’ daily responsibilities. It is also beneficial to have a support structure that provides dedicated time and funding for research, and a research-friendly environment where they feel motivated and enthusiastic about research. Adequate research methods training is indispensable as well, without which librarians are unlikely to be familiar with the research process, and therefore unlikely to become confident and competent practitioner-researchers. Currently I’m involved in the Institute of Research Design for Librarianship (IRDL), a project supported by the Institute for Museum and Library Services, that provides continuing educational opportunities for academic librarians to improve their research skills. There should be more of such opportunities.

Last year my colleagues and I published a study about developing online communities for librarian researchers as a way to better motivate and sustain them in their research process. Librarians may draw ideas from it to form such online communities to stay connected and move each other forward in their research journey.

5) What advice would you give to librarians who are trying to formulate their own research agenda?

Recently I asked this question to some librarians who participated in IRDL and have been actively engaged in research, and from their answers I identified five key messages. I will share them here – each point is also illustrated with the librarians’ quotes.

  • Set aside time for research
    • “I block off 20% of my week for research and service. On those days, I’m not actually in the library. My usual agreement with my staff is that I will check email three times on work-from-home days: once in the morning, once at lunch, and once around 4pm.”
    • “I set appointments with myself in my calendar. The appointment shows in Outlook as “busy” so nobody tries to set an appointment on top of that existing one. I set aside two half-hour blocks each week to read articles.”
    • “The Pomodoro technique [] hands-down has made me more productive than anything else.”
  • Find a “support” person
    • “I’d say try to find a mentor, collaborator, or some other person for support. It’s hard to do research without someone there whom you can ask questions. Either in the library or in the social sciences on campus. I liaise with psychology, and some professors have been nice enough to be sounding boards for research projects.”
    • “Bouncing my ideas off people is very helpful in fleshing out my ideas, especially those in the area in which I want to publish (outside of librarianship).”
  • Connect research with job responsibilities
    • “If you are just getting started with research, I would suggest tying your research with job responsibilities – it will help you kill two birds with one stone.”
  • Divide and conquer
    • “I have a list of research things and divide it into two categories. The first is “things to do for my research that takes little to no brain power.” And the second list is “things to do that takes a lot of brain power.” I keep on schedule by making sure I’m doing something on either list.”
    • “I do a lot of reading on my phone and rough drafts on my phone so I always have something, even bullet points to work with.”
    • “Break down the tasks into tiny chunks, like having a folder of articles to read that you review between meetings.”
  • Keep yourself going
    • “I always try to make a note about what I was doing so that it is easy for me to dive back into it.”
    • “I have a white board in my office that tracks the status of different projects through the different phases. This reminds me of the things I’ve actually accomplished instead of just feeling antsy. It also helps others see what I’m already doing.”

6) Are there any publications you especially want us to include aside from those we’ve mentioned already?

I will recommend a few books on research process and research methods that librarians may find beneficial:

  • Babbie, Earl. 2013. The Practice of Social Research. Belmont, CA: Wadsworth, Cengage Learning.
  • Bernard, Harvey Russell. 2012. Social Research Methods: Qualitative and Quantitative Approaches. Thousand Oaks, CA: SAGE.
  • Creswell, John, and J. David Creswell. 2017. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE.
  • de Vaus, David. 2001. Research Design in Social Research. London, UK: SAGE.
  • Kumar, Ranjit. 2014. Research Methodology: A Step-By-Step Guide for Beginners. London, UK: SAGE.

Selected Publications

Benedetti, Allison, John Jackson, and Lili Luo. Forthcoming. “Vignettes: Implications for LIS Research.” College & Research Libraries.

Luo, Lili. 2010. “Web 2.0 Integration in Information Literacy Instruction: An Overview.” The Journal of Academic Librarianship 36 (1): 32-40.

Luo, Lili, Marie Kennedy, and Kristine Brancolini. 2017. Enhancing Library and Information Research Skills: A Guide for Academic Librarians. Santa Barbara, CA: ABC-CLIO.

Luo, Lili, Marie Kennedy, Kristine Brancolini, and Michael Stephens. 2017. “Developing Online Communities for Librarian Researchers: A Case Study.” College & Research Libraries 78 (4): 512-526.

Luo, Lili, and Margaret McKinney. 2015. “JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research.” Journal of Academic Librarianship 41 (2): 123-129.


Bruce, Christine, Sylvia Edwards, and Mandy Lupton. 2006. “Six Frames for Information Literacy Education: A Conceptual Framework for Interpreting the Relationships Between Theory and Practice.” Innovation in Teaching and Learning in Information and Computer Sciences 5 (1): 1-18.

Eisenberg, Michael, and Robert Berkowitz.1990.  Information Problem-Solving: The Big Six Skills Approach to Library & Information Skills Instruction. Santa Barbara, CA: Praeger.

Jarvis, Peter. 1999. The Practitioner-Researcher Developing Theory from Practice. San Francisco, CA: Jossey-Bass, 1999, xi, 7.

SCONUL Working Group on Information Literacy. 2011. The SCONUL Seven Pillars of Information Literacy: A Research Lens For Higher Education.

Tuominen, Kimmo, Reijo Savolainen, and Sanna Talja. 2005. “Information Literacy as a Sociotechnical Practice.” The Library Quarterly 75 (3): 329-345.

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Research Agenda Conversations: Nicole Cooke

Nicole Cooke

Dr. Nicole A. Cooke is an Assistant Professor at the School of Information Sciences, at the University of Illinois, Urbana-Champaign, where she is also the Program Director for the MS in Library and Information Science program. Dr. Cooke is a 2012 graduate from Rutgers University with a PhD in communication, information, and library studies. She holds the MLS degree from Rutgers University, and a M.Ed. in Adult Education from Pennsylvania State University.

Dr. Cooke’s research and teaching interests include human information behavior (particularly in the online context), critical cultural information studies, and diversity and social justice in librarianship (with an emphasis on infusing them into LIS education and pedagogy).

Dr. Cooke was awarded the 2017 ALA Achievement in Library Diversity Research Award, presented by the Office for Diversity and Literacy Outreach Services, and the 2016 ALA Equality Award.  She has also been honored as the University of Illinois YWCA’s 2015 Leadership Award in Education winner in recognition of her work in social justice and higher education, and she was selected as the University’s 2016 Larine Y. Cowan Make a Difference Award for Teaching and Mentoring in Diversity. She was also named a Mover & Shaker by Library Journal in 2007.

1) In your opinion has library information literacy instruction developed its own theoretical basis and methodologies? If not, should it?

My primary research area is information behavior (the individual, community, and socio-political processes by which people need, seek, and use information), and I consider information literacy and its instruction (ILI) to be a dimension of this area. Looking at information literacy instruction from this vantage point, I would say no, ILI has not developed a singular theoretical perspective or set of methodologies (nor has the larger domain of information behavior). That can be considered a pro and also a con. On the “pro” side, ILI encompasses so many variables and characteristics, it can be a benefit to have multiple theories and methods at our disposal, including those we borrow from other disciplines such as education and psychology. On the “con” side, the sometimes disparate repertoire of theories and methods can hinder us from taking a definitive stance about what we know and how we want to convey that knowledge to those outside of LIS. For example, ILI is still not widely known outside of the field; however, if we reference “critical thinking” others have a better sense of what we do and what we study. I think there is value in solidifying what we do theoretically and methodologically, in a way that preserves the richness of our field, but is better understood outside of LIS.

2) What for you are the most interesting current developments in library information literacy instruction research?

The rapid rise of the “fake news” phenomenon has been curious to me and also very exciting. I have been so busy with this topic since the November 2016 presidential election. The statement I hear often is, “I didn’t know librarians dealt with fake news.” And my response is, “Librarians have been teaching information literacy for decades. This is nothing new!” This is a great opportunity for instruction librarians to work with patrons and students at a different level and interact with them around a hot topic. This work also gives us a chance to spruce up our instruction practices and techniques and give the public a better sense of the important work we do every day.

I have an ALA monograph coming out on this topic (Fake News and Alternative Facts: Information Literacy in a Post-Truth Era, ALA Editions, forthcoming), and I’m working on a book entitled Misinformation Behavior: Reclaiming Critical Thinking in an Age of Alternative Facts and Anti-Intellectualism. I’m having a lot of fun with this topic, and I think it’s one librarians will continue to discuss and teach, even if “fake news” reemerges with a new moniker.

3) What is the single most important (or effective) thing librarians can do to better serve diverse populations

It’s hard to limit this to one thing, but I would say that having empathy is the most important and effective thing librarians can do to better serve diverse populations. We should be serving  diverse populations because we want to,not because we have to, or think that it’s the trendy thing to do. We should be able to appreciate others’ experiences and information needs because we value their humanity, respect their knowledge and culture, and truly want to make a connection with them.   

Two quotes come to mind here (and these are quotes I use in my writing and presentations):

“Go where you are celebratednot tolerated.” Author unknown

It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” Audre Lorde

It is empathy that allows us to celebrate those who are different from us.

4) You have discussed using reading groups to create “space for scholarly conversations about race, power, and privilege.” Do you have any suggestions for those who would like to start such reading groups in their libraries? Are there any titles you would especially recommend for librarians involved in instruction?

Start slow, be consistent, and allow ample time for people to get on board, or not. And if they don’t get on board right away, that’s ok. These are hard topics to address, especially as an extracurricular activity. There should also be guidelines or “rules of engagement” set up in advance to help ensure that these discussions are productive; discussions about race, power, and privilege should address institutional systems and behaviors, and not be used as opportunities to attack individuals. To prepare for such scholarly conversations, I would recommend two titles:

Ahmed, Sara. 2012. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press.


Sue, Derald Wing. 2016. Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race. San Francisco, CA: John Wiley & Sons.

Outside of these, I would also recommend just about the entire catalog at Library Juice Press. They do diversity and social justice very well, and there are several volumes devoted to instruction and critical information literacy. My favorites are Teaching for Justice: Implementing Social Justice in the LIS Classroom (which I co-edited) and Feminist Pedagogy for Library Instruction by Maria Accardi..

5) What advice would you give to librarians who are trying to formulate their own research agenda?

Research things that really interest you, topics that you love. There are always going to be hot topics that we think we should research and address in some way, but as we all know, research can be challenging, and the publication process even harder. If we are working on a topic that does not bring us joy, and/or something we’re just truly not interested in, it will be more arduous to work through the entire process.

My Information Services to Diverse Populations book was a two-year process. The “GSLS Carnegie Scholars” article was also a two-year process, during which time the manuscript was rejected by multiple journals. If I did not think my topics were worthy, and if I did not love my subject matter, I may have been tempted to give up and forgo publication.

With that said, I would also say:

  1. Don’t jump on research bandwagons. (For example, embarking on a study about big data or diversity if those are not your areas just because those are the topics currently being funded.)
  2. Be flexible with your research. (Give yourself enough time and have a “Plan B” if your original plans do not come to fruition).
  3. Don’t be afraid to be creative with your topic(s) of study. (Can you use a theory or method that’s not been previously considered in the area? Can you investigate a lesser known, but perhaps more intriguing, dimension of the phenomenon of interest?)

Selected Publications

Cooke, Nicole A. 2010. “Becoming an Andragogical Librarian: Using Library Instruction as a Tool to Combat Library Anxiety and Empower Adult Learners.” New Review of Academic Librarianship 16 (2): 208-227.

Cooke, Nicole A. 2016. Information Services to Diverse Populations: Developing Culturally Competent Library Professionals. ABC-CLIO.

Cooke, Nicole A. 2017.  “The GSLS Carnegie Scholars: Guests in Someone Else’s House.” Libraries: Culture, History, and Society 1 (1), no. 1 (2017): 46-71.

Cooke, Nicole A., Miriam E. Sweeney, and Safiya Umoja Noble. 2016. “Social Justice as Topic and Tool: An Attempt to Transform an LIS Curriculum and Culture.” Library Quarterly 86 (1): 107-124.

Cooke, Nicole A., and Jeffrey Teichmann. 2012. Instructional Strategies and Techniques for Information Professionals. Amsterdam, Netherlands: Elsevier.

Recent Work on Fake News

Cooke, Nicole A.  2017. “Post-truth: Fake News and a New Era of Information Literacy.” Invited webinar for Programming Librarian, American Library Association, Public Programs Office, February 22, 2017.

Cooke, Nicole A. 2017. “Post-truth, Truthiness, and Alternative Facts: Information Behavior and Critical Information Consumption for a New Age.” Library Quarterly: Information, Community, Policy 87 (3): 211-221.

Cooke, Nicole A. 2017. “Tackling Fake News.” Invited webinar for American Libraries Live, American Library Association, November 1,  2017.

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2018 IS Midwinter Virtual Discussion Forum Digest

Title: Embedding Scholarly Communication in Your Instruction Practice: A Coordinated Approach

Discussion Conveners:

  • Rebecca Lloyd, Reference & Instruction Librarian, Temple University
  • Kristina De Voe, English & Communication Librarian, Temple University
  • Annie Johnson, Library Publishing and Scholarly Communications Specialist, Temple University

January 24, 2018 | 1:00pm Central Time


Chat Transcript:

In 2013, the release of ACRL’s white paper, Intersections of Scholarly Communication and Information Literacy and Jaguszewski and Williams’s ARL report on changing liaison roles advocated the need for greater collaboration and organizational flexibility amidst a changing scholarly publishing landscape. Both publications — and even the Framework for Information Literacy for Higher Education, adopted shortly thereafter — emphasized the emerging role of undergraduate students as content creators in addition to librarians’ increasing involvement with creative approaches to teaching.

From research universities to liberal arts colleges to community colleges, academic libraries of all sizes have been developing scholarly communication outreach efforts over the past few years. Some have hired specialized, functional staff while others have assigned scholarly communication responsibilities to liaison librarians’ existing roles. Many libraries have scheduled events, implemented programs, and structured activities in order to build awareness of issues like open access, predatory publishing, and authors’ rights across campus.

Yet, while these quasi-programmatic efforts have primarily targeted faculty and graduate students, they have not necessarily reached undergraduate students, who are now content creators as much as they are consumers. Some libraries have found ways to reach undergraduate students by trying to integrate open educational resources into curriculum practices. Other libraries have worked collaboratively with faculty to design assignments that deal with real-world issues related to the research lifecycle, the norms of varying publishing cultures, and intellectual property rights. In both cases, these are often ad hoc efforts, reaching only a small fraction of students.

There has been little systematic integration of scholarly communication topics into information literacy at the one-shot instruction level or, more importantly, the larger programmatic level. Efforts need to be made to move from disparate to efficiently coordinated, integrated practices throughout the library.

This discussion will provide ideas and strategies for libraries of all sizes to take a more holistic view of their own scholarly communication practices. We will share concrete examples of scholarly communication activities and event programming that can be implemented at any library, regardless of size or budget. Attendees will engage with one another about planning, coordination, and outreach efforts related to systematically embedding scholarly communication within instruction practices.

Discussion Questions

  1. How have you incorporated topics related to scholarly communication into your instruction?
  2. What are some of your challenges and successes with incorporating scholarly communication into your instruction?
  3. What role do liaison librarians play when it comes to educating faculty and students about scholarly communication topics in your library? Are these efforts coordinated in any way or is it more ad hoc?
  4. How do you market your scholarly communication expertise, both as an individual liaison and as a library, to your campus community?
  5. How are you collaborating with others on campus to get the word out about these initiatives?

Recommended Reading

Davis-Kahl, Stephanie, Teresa A. Fishel, and Merinda K. Hensley. 2014. “Weaving the Threads: Scholarly Communication and Information Literacy.” College & Research Libraries News 75 (8): 441-444.

Keener, Molly. 2015. “Contextualizing Copyright: Fostering Students’ Understanding of Their Rights and Responsibilities as Content Creators.” Virginia Libraries 61 (1): 37-42.

Davis-Kahl, Stephanie, and Merinda K. Hensley. 2013. Common Ground at the Nexus of Information Literacy and Scholarly Communication. Chicago: Association of College and Research Libraries. (open access PDF, lacks chapter 2 of the print/ebook version).

Shea, Ashley, Gail Steinhart, and Jim DelRosso. 2017. “A Team- and Project-Based Approach to Advancing Scholarly Communication Initiatives Across the Library.” Research Library Issues, no. 291, 6-18.

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