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on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills\u003Cbr>Rebecca B. Penrose\u003Cbr>California State University, Bakersfield, [rpenrose@csub.edu](rpenrose@csub.edu)\u003Cbr>Kristi J. Chavez\u003Cbr>California State University, Bakersfield, [kchavez4@csub.edu](kchavez4@csub.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nPenrose, R. B., & Chavez, K. J. (2024) . Building on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills. Communications in Information Literacy, 18 (2), 218–243.  \n[https://doi.org/10.15760/comminfolit.2024.18.2.6](https://doi.org/10.15760/comminfolit.2024.18.2.6)  \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.  \nBuilding on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills  \nRebecca B. Penrose, California State University, Bakersfield Kristi J. Chavez, California State University, Bakersfield  \nAbstract  \nThis article showcases an instructor–librarian collaborative model for teaching critical information literacy (CIL) skills in a higher education course by incorporating interactive workshops into a sequence of required course assignments. Using an asset-focused design, this assignment sequence allows students to first demonstrate their existing research strategies and then evaluate those strategies during workshop activities, applying the CIL principles they are learning. In this way, the approach recognizes students’existing strengths and builds upon them, while emphasizing self-reflection opportunities and an intentional research focus on diversity, equity, inclusion, and representation. Results from our one-year study are also highlighted. The suggested instructional strategies could be adapted to any course with research-related projects.  \nKeywords: collaborative instruction, critical information literacy, asset-focused approach, infographics, higher education  \nInnovative Practices  \nedited by Andrea Baer, Carrieann Cahall, Robert Detmering, Carolyn Gamtso, and Merinda McLure  \nPenrose, R. B., & Chavez, K. J. (2024). Building on strengths: A collaborative, asset-focused approach to teaching critical information literacy skills. Communications in Information Literacy, 18(2), 218–243.  \nBuilding on Strengths: A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills  \nIt is not about just finding any sources and using them. It’s about finding a source that goes with the topic and being able to verify the information you found.  \n—Student CG23  \nInstructor–librarian collaborations are increasingly being promoted in higher education. Recent studies have explored the potential opportunities for librarian contribution to research topics and themes, assignment design, instructional delivery, and class discussions, arguing that the degree of librarian involvement in a course has a direct positive impact on students’engagement and information literacy (IL) skill development (Belzowski & Robison, 2019; Chisholm & Spencer, 2019; Mounce, 2010; Smith & Dailey, 2013) . In defining collaboration for IL instruction, Mackey and Jacobson (2005) presented two models:  \n1. Teaching alliances: a librarian and a course instructor work together through the planning stages ofa specific course (e.g., designing and scaffolding assignments, cur","cbCaikilt7jLdKVT","https://ap.wps.com/l/cbCaikilt7jLdKVT","pdf",293330,27,"English","# Abstract\n# Innovative Practice Overview\n## Instructor–librarian Collaborations in Higher Education\n## Collaboration Models for Information Literacy Instruction\n# Background\n## ACRL Framework for Information Literacy for Higher Education\n# Asset-Focused Assignment Sequence\n## Teaching Alliances and Workshop-Based Instruction\n# Study Results and Adaptability","[{\"question\":\"How does the assignment sequence use an asset-focused approach?\",\"answer\":\"Students first demonstrate their existing research strategies, then evaluate those strategies during interactive workshop activities while applying CIL principles.\"},{\"question\":\"What role does instructor–librarian collaboration play in the model?\",\"answer\":\"The librarian is positioned as an academic professional equal to the instructor, contributing unique expertise through planning and workshop-based instructional support.\"},{\"question\":\"What themes and outcomes does the approach emphasize?\",\"answer\":\"The approach centers self-reflection and intentional research focus on diversity, equity, inclusion, and representation, and it highlights results from a one-year study.\"}]","Building on Strengths - A Collaborative, Asset-Focused Approach to Teaching Critical Information Literacy Skills | PDF",1792088841,68]