dc.contributor.author | Øvern, Karen Marie | |
dc.date.accessioned | 2015-02-04T09:26:28Z | |
dc.date.accessioned | 2015-02-06T08:45:09Z | |
dc.date.available | 2015-02-04T09:26:28Z | |
dc.date.available | 2015-02-06T08:45:09Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | Øvern, K. M. (2014) Faculty-library collaboration: two pedagogical approaches. I: Journal of Information Literacy, 8(2), s. 36-55. | nb_NO |
dc.identifier.issn | 1750-5968 | |
dc.identifier.uri | http://hdl.handle.net/11250/275525 | |
dc.description | This article is designed as ”Open Access”. This is the journal's PDF originally published in The Journal of Information Literacy (JIL), http://dx.doi.org/10.11645/8.2.1910 | nb_NO |
dc.description.abstract | The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | CILIP Information Literacy Group. | nb_NO |
dc.subject | information literacy | nb_NO |
dc.subject | pedagogy | nb_NO |
dc.subject | asessment | nb_NO |
dc.subject | team-teaching | nb_NO |
dc.title | Faculty-library collaboration: two pedagogical approaches | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.date.updated | 2015-02-04T09:26:28Z | |
dc.subject.nsi | VDP::Social science: 200::Library and information science: 320::Knowledge retrieval and organization: 323 | nb_NO |
dc.subject.nsi | VDP::Social science: 200::Education: 280::Special education: 282 | nb_NO |
dc.source.pagenumber | 36-55 | nb_NO |
dc.source.volume | 8 | nb_NO |
dc.source.journal | Journal of Information Literacy | nb_NO |
dc.source.issue | 2 | nb_NO |
dc.identifier.doi | 10.11645/8.2.1910 | |
dc.identifier.cristin | 1181948 | |