Our Teaching & Learning Support pages outlne how librarians and library staff support faculty and students in course design and information literacy development.
Liaison Librarians are now part of blended and online course development teams. How can they support these courses? Our Library Toolkit Guide for Faculty offers suggestions.
Association of College & Research Libraries. (2011). Standards for libraries in higher education. Chicago: ACRL. Retrieved from
Gilchrist, D. & Oakleaf, M. (2012). An essential partner: The librarian’s role in student learning assessment. (NILOA Occasional Paper No.14). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
Jaguszewski, J. M. & Williams, K. (2013). New Roles for New Times: Transforming Liaison Roles in Research Libraries. Washington: ARL.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington: AAC&U.
Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78.
New roles for liaison librarians include specializations in research services, digital humanities, teaching, digital scholarship, scholarly communications, user experience , and copyright and intellectual property. Librarians who teach are moving into teaching partnerships with faculty where information literacy development is mapped across an entire program rather than a single library class. Methods for assessing this development are best integrated into course assignments where inquiry and research is a focus.
New teaching roles include the development of:
- Inter-departmental teams where evidence-based practice is used to redesign courses, enrich course learning materials, and increase student engagement.
- Formal processes to involve Liaisons in the selection of materials and inclusion of information literacy in online courses
- Virtual support system using course handouts, LibGuides, modules and videos that address specfic learning needs. Tools should be easily updated and made accessible within course content systems. The form of educational materials is dependent on the discipline and how and where learning takes place.
- Partnerships with Centres for Teaching & Learning: co-design and teaching of physical and virtual workshops
- Information literacy series for graduates integrated into existing graduate certificate programs
Oakleaf, M. (2011). Are they learning? Are we? Learning and the academic library. Library Quarterly, 81(1), 61–82.
Oakleaf, M. (2009). The information literacy instruction assessment cycle. Journal of Documentation, 65(4), 539-560.
Oakleaf, M. (2009). Writing information literacy assessment plans: A guide to best practice. Communications in Information Literacy, 3(2), 80-89.
Association of College & Research Libraries. (2011). Guidelines for instruction programs in academic libraries. Chicago: ACRL. Retrieved from