From Barrier to Bridge: Partnering with Teaching Faculty to Facilitate a Multi-term Information Literacy Research Project

Academic librarians partner with teaching faculty in many ways, but it is uncommon for them to develop a partnership to experiment with course curriculum. It is especially rare to sustain this kind of partnership over multiple terms. This paper reports on such a collaboration and how it has allowed both librarian and instructor to compare the efficacy of different means of information literacy instruction in asynchronous, online-only courses. The paper also presents strategies for establishing a partnership and navigating the partners’ different needs in order to reach their common goal