Document Type


Publication Date

June 2018

Journal Title

American Library Association Annual Conference


Subject faculty sometimes put information literacy into a box when they ask a librarian to give “the library talk.” On the librarian’s end, this unimaginative request translates into a traditional one-shot, often focused on point-and-click skills training rather than building deeper IL competency. The authors developed a collaboration rubric to liberate librarians from this deadlock. This rubric document uses 9 lenses to focus the librarian-instructor collaboration on relevant sub-categories that show a variety of instruction modes. Some of these lenses include assignment design, the timing of instruction, librarians’ visibility in virtual class spaces, and librarians’ involvement in assessment. The rubric breaks each lens down into varying levels of collaboration, from None to Minimal, Healthy and Superlative. For example, the “Teaching Time” lens provides a range of options, such as scheduling the session when the instructor will be out of town (Minimal) to scheduling it at students’ precise point of need (Superlative). During the poster session, the authors will describe their successes with using this collaboration rubric on their campus. One observed outcome is that using the tool forces some negotiation between the librarian and instructor, thereby facilitating richer dialog and doing away with a simple, one-directional “request.” Librarians gain strategic agency as they co-design an instruction model that works best for the librarians, the instructors and the students