Date of Award
Summer 7-30-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Edward Kim, Ph.D.
Third Advisor
Jean Swenk, Ph.D.
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.