Ed.D. Dissertations

Date of Award

Summer 7-30-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Donna Graham, Ph.D.

Content Specialist

Edward Kim, Ph.D.

Content Reader

Jean Swenk, Ph.D.

Keywords

information literacy integration, second year English writing and composition, faculty–librarian collaboration, 4-year public universities in Louisiana, student learning outcomes

Abstract

The collaboration of instruction in higher education academic courses leads to integrating information literacy into teaching and learning in the higher education curriculum. Information literacy refers to the skills and strategies necessary for accessing, evaluating, organizing, transforming, and transmitting information (UNESCO, 2007). This qualitative study intended to explore the collaboration of 10 faculty and 10 librarians who integrate information literacy instruction into their academic curriculum. The study explored how faculty and librarians perceived collaborations affecting undergraduate students who were enrolled in required second year English writing and composition courses, and who attended 4-year public colleges and universities in Louisiana. This study addressed the phenomena of the integration of information literacy instruction into the academic curriculum of second year English writing and composition courses and how it affected student learning outcomes. This research study supported its findings with completed data from surveys and interviews that were conducted with faculty and librarians from 14 4-year public universities and colleges in Louisiana, where required second year English writing and composition courses are taught.

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