Dynamic duos: Blended instruction and faculty-librarian collaboration

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Issue Date
2016
Authors
Reed, Kathleen
Thompson, Dawn
License
Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Subject
Abstract
In the winter of 2014, an English Department faculty member (Dawn) and a librarian faculty member (Kathleen) at Vancouver Island University (VIU), a Canadian undergraduate university with a full-time enrollment of 6,500 students, collaborated to design and deliver a semester-long, senior-level English Research Methods course. While the course covered literary research methods and methodologies, it was underpinned by apprenticeship in scholarly communication introducing models of collaboration, production, peer-review, altmetrics, online scholarly personas, open access, and knowledge mobilization. Through instruction, course logistics, and assignments, we challenged students, and ourselves, to explore the question: what does it mean to be a scholar today? Using reflection, student feedback, and continued dialogue, this chapter reflects on our partnership as it explores how other librarians and disciplinary faculty can work together to introduce, encourage, and mentor students in an increasingly complicated scholarly communication landscape. Throughout this paper, we draw on the Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project (WPA, NCTE, and NWP)’s Framework for Success in Postsecondary Writing (hereafter referred to as WPA Framework), where it applies to a course at the senior undergraduate level. After describing our collaboration, we also consider it in light of the new Association of College and Research Librarians (ACRL) Framework for Information Literacy for Higher Education. By examining both the WPA and ACRL Framework, we conclude that librarian-disciplinary faculty partnerships in research methods courses are an ideal setting to explore with students the complex and shifting technical and collaborative information dispositions to which the ACRL Framework refers, particularly using the vehicle of scholarly communication and how scholars share their thoughts with each other and a wider audience.
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