A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing
Department
English and Theatre
Recommended Citation
Presley, Erin; Parrott, Jill; Napier, Trenia; and Valley, Leslie, "A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing" (2017). University Presentation Showcase Event. 8.
https://encompass.eku.edu/swps/2017/faculty/8
Abstract
As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data from Eastern Kentucky 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 presentation will highlight our trilateral case study between librarians, faculty, and writing center administrators at EKU, 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, and our article will appear in College & Research Libraries next year. In terms of format, we will prepare a Prezi to showcase the significant findings from our research and will emphasize practical applications other faculty members can use in their own information literacy assignments.
Presentation format
Other
Poster Number
126
A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing
As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data from Eastern Kentucky 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 presentation will highlight our trilateral case study between librarians, faculty, and writing center administrators at EKU, 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, and our article will appear in College & Research Libraries next year. In terms of format, we will prepare a Prezi to showcase the significant findings from our research and will emphasize practical applications other faculty members can use in their own information literacy assignments.
