Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.

Collaborative Future within Atla

In a post-pandemic, digital world, collaboration between libraries and librarians is more important than ever. This essay argues that Atla members should look to the association itself as a way of working together. I proceed first by outlining the great history of the association as a collaborative space for its members, highlighting three past successes. I then apply the four causes of success from these past projects to the challenges we face in a digital age that has been disrupted by the pandemic. I explore how Atla libraries can collaborate on collection development, digitization, and information literacy instruction, and what the opportunities and limits of working together may be.

Librarian and Biochemist’s Experience Building a Collaborative Partnership in the Classroom and Beyond

A challenge for instruction librarians is building strong, collaborative partnerships with faculty who value your expertise as both a librarian and a faculty member. This article discusses how a request to “help with citations” evolved into scaffolded information literacy instruction that focuses on the shared value of open resources and led to a partnership providing more opportunities to support each other.

The methodology used to deliver information literacy instruction by a select group of academic librarians: a case study

PurposeThe purpose of the study is to highlight the need for academic librarians to incorporate effective methodologies in their delivery of information literacy instruction.Design/methodology/approachThe researchers conducted a qualitative research using a case study approach. A nonprobability or purposive sampling method was employed in this research to select five participants. Semistructured interviews and observation were used to garner data from the sample.FindingsThe findings of the study revealed that the support required by distance education and face-to-face students is typically the same. An examination of the findings pointed to the fact that some students may be demotivated in information literacy instruction sessions because of an overload of information, which leads to frustration and poor performance.Practical implicationsThe findings of the study highlight the need for Caribbean academic librarians to incorporate effective methodologies in their delivery of information literacy instruction and provide an analytical view of how these methodologies may impact performance, understanding and the overall work produced by both students and faculty.Originality/valueResearch on the topic specific to the Caribbean is limited; therefore, research of this nature provides useful strategies that academic librarians may use in developing stellar information literacy programs in the Caribbean to help both students and faculty members achieve excellence.