Other People’s Money: Adapting Entrepreneurial Techniques to Build Capital in Challenging Economic Times
In line with the general goals of all information literacy (IL) programs, recent literature on college and university IL services has emphasized models of collaborative and embedded librarianship as ways of expanding instructional offerings and learning opportunities to as comprehensive a group of students as possible (Mounce 2010). A “collaborative imperative” has been recognized and responded to by college libraries due to a number of historical factors leading to a necessary increase in IL services. Iannuzzi’s well-cited 1998 article, “Faculty Development and Information Literacy: Establishing Campus Partnerships,” in which she promotes strategies for creating partnerships on college campuses that extend IL instruction into the disciplines and various other programs such as college writing centers, early college initiatives, etc., is characteristic of this push toward academic library collaboration. More recently, Shumaker et al.’s work to popularize the concept of embedded librarianship has become central to many models of IL instruction (2007, 2010). More and more libraries are dedicating more and more time to disciplinary instruction, often working with individual courses as much as the disciplinary faculty paid to teach those credit hours.