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A teach-the-teacher model was used to expand faculty involvement through a university faculty professional development series. 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(2024) . A Faculty Workshop on Developing Students as DisciplineSituated Researchers. Communications in Information Literacy, 18 (2), 198–217 . [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.15760/comminfolit.2024.18.2.5](10.15760/comminfolit.2024.18.2.5)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nA Faculty Workshop on Developing Students as Discipline-Situated Researchers  \nWilliam Badke, Trinity Western University  \nElizabeth Kreiter, Trinity Western University  \nQinqin Zhang, Trinity Western University  \nAbstract  \nThe reference librarians of Trinity Western University have a strong mission-driven commitment to teach information literacy, but there is a significant contrast between the amount of instruction they can provide and the demanding task of developing all students as skilled researchers. The growing teach-the-teacher model suggested an option to enlist faculty in providing a larger portion of information literacy instruction themselves. With strong support from academic administration, three librarians devised an initial faculty workshop as part of the university’s faculty professional development series, followed by four detailed weekly sessions. They based their activities on several factors: first, faculty members would need to be invited into a shared concern about student research; second, the librarians would not call for significant disruption of current curricula and teaching practices; and third, the workshops would focus on one basic idea—turning the assigned research project into a vehicle for developing students as researchers—rather than overwhelming faculty with multiple options. Faculty responded positively to the workshop series, and there are initial signs that faculty members are embracing the promoted concepts.  \nKeywords: information literacy instruction, faculty, skilled student researchers, teach-theteacher model, professional development workshop  \nInnovative Practices  \nedited by Andrea Baer, Carrieann Cahall, Robert Detmering, Carolyn Gamtso, and Merinda McLure  \nBadke, W., Kreiter, E., & Zhang, Q. (2024). A faculty workshop on developing students as discipline-situated researchers. Communications in Information Literacy, 18(2), 198–217.  \nA Faculty Workshop on Developing Students as Discipline-Situated Researchers  \nInformation literacy (IL) has become a mainstream element in higher education library services: 98% of over 600 academic library directors rated information literacy instruction as important (Hulbert, 2023) . Instructional activities include single sessions (often called oneshots), workshops, embedded activities within courses, and even credit courses (elective or required). The sheer variety of offerings and the extent of librarian activity is staggering.  \nAt the same time, there are significant challenges. The first is librarian workload, which can approach the level of burnout when librarians teach multiple sessions e","cbCaisHABLz8KIlC","https://ap.wps.com/l/cbCaisHABLz8KIlC","pdf",213916,21,"English","# Abstract\n# Innovative Practices\n# Information Literacy in Higher Education\n## Common Instruction Formats\n# Challenges in Current Information Literacy Efforts\n## Librarian Workload\n## Limited Student Research Competence\n## Faculty Buy-In\n## Need for Curriculum-Wide Development\n# Workshop Design and Guiding Question\n## Minimizing Cognitive Load\n# Literature Review\n## Information Literacy in a Digital World","[{\"question\":\"What problem did the workshop address for information literacy instruction?\",\"answer\":\"The workshop addressed the mismatch between the instruction librarians can provide and the demanding task of developing all students into skilled researchers.\"},{\"question\":\"How did the project use the teach-the-teacher model?\",\"answer\":\"It enlisted faculty to deliver a larger portion of information literacy instruction, supported by academic administration and delivered through a structured workshop series.\"},{\"question\":\"What principles guided the workshop activities?\",\"answer\":\"Activities were designed around engaging faculty in shared concerns about student research, avoiding major disruption to existing curricula, and focusing on one core idea: using assigned research projects to develop students as researchers.\"}]","A Faculty Workshop on Developing Students as Discipline-Situated Researchers - Innovative Practice | PDF",1792088834,53]