ABSTRACT

Program-integrated information literacy (IL) instruction offers librarians a chance to think beyond the stand-alone fifty-minute class typical of much academic instruction. Working with entire instructional departments to build IL incrementally throughout a program of studies is rewarding for librarians, department faculty, and most importantly, students, who develop increasingly sophisticated research skills in tandem with a growing knowledge of their chosen disciplines. Librarians and department faculty benefit from the enhanced communication demanded by the planning process and the time to develop and deliver workshops and assignments that take advantage of the myriad resources beyond the catalog and basic databases. The case studies in this chapter examine the process of creating and implementing instruction plans for two quite different programs, key requirements for success, and feedback from students indicating that program-integrated instruction is well worth the extra time required for planning and coordination. To avoid confusion between the academic programs and the IL programs, the term “syllabus” will be used to denote the content and sequence of program-integrated IL sessions.