What Role Do You Play? Faculty Perceptions of Librarian-led Information Literacy Instruction

Abstract

This study explored faculty perceptions of librarian-led information literacy instruction using Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with six faculty who taught undergraduate general education courses. The emergent theme of this study was that faculty believe their role in teaching information literacy differs from librarians. The participants thought faculty were responsible for teaching information literacy through direct instruction and assigning course work, while the librarians were responsible for teaching the research process. This study suggests that there are opportunities for librarians to assess further how faculty incorporate information literacy concepts into their classrooms.

Keywords

• information literacy instruction
• faculty perceptions
• academic libraries
• interpretative phenomenological analysis