[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598854-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598854-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","changing-our-aim-infiltrating-faculty-with-information-literacy","Changing Our Aim - Infiltrating Faculty with Information Literacy","","Budget cuts and shrinking library staffing require academic librarians to rethink information literacy instruction. While the embedded model has grown in popularity, a “teach the teachers” approach shifts primary responsibility toward faculty. The article discusses how librarians can engage teaching faculty in their natural learning contexts, model research and information-skill instruction, and encourage transfer of knowledge to students. It presents background, development, and strategies, including a four-pronged approach: communicate, encourage, educate, and infiltrate.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/changing-our-aim-infiltrating-faculty-with-information-literacy/598854/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/changing-our-aim-infiltrating-faculty-with-information-literacy/598854.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article argue that information literacy instruction should shift focus to faculty?","Question",{"text":63,"@type":64},"Because budget austerity and limited staffing make embedding librarians into all classes unrealistic, leading to inefficient, uneven student coverage. Faculty have more influence over students and can deliver information literacy messages through trusted teaching relationships.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the “teach the teachers” model described in the article?",{"text":68,"@type":64},"It places information literacy instruction in the hands of those who actually teach classes. Librarians provide the tools and support so faculty can teach research and information skills to their students.",{"name":70,"@type":61,"acceptedAnswer":71},"What four-pronged strategy does the article propose?",{"text":72,"@type":64},"The approach is “communicate, encourage, educate and infiltrate.” It is used to guide efforts to move information literacy instruction toward faculty engagement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598854,1792167320,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Changing Our Aim: Infiltrating Faculty with Information  \nLiteracy  \nSandra Cowan, University of Lethbridge  \nNicole Eva, University of Lethbridge  \nAbstract  \nLibrarians are stretched thin these days – budget cuts and decreasing numbers are forcing us to look at new ways of doing things. While the embedded information literacy model has gained popularity in the past number of years, it may be time for a new model of information literacy. We must arm teaching faculty with the tools they need to teach information literacy to their students. Ideas and examples of how academic librarians can weave information literacy into the teaching culture on campus, and provide instruction to faculty members on how to teach research and information skills to their classes, are explored. By meeting faculty members in their usual ‘learning spheres’ we can show them amore holistic perspective on information literacy and give them examples of how libraries can help them in their own teaching and research, thus encouraging them to transfer some of that knowledge to their students.  \nKeywords: information literacy; faculty engagement; academic libraries; faculty/librarian collaboration  \nPerspectives edited by Carolyn Gamtso  \nCowan, S. & Eva, N. Changing our aim: Infiltrating faculty with information literacy. Communications in Information Literacy, 10(2), 163-177.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s) . Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) .  \nChanging Our Aim: Infiltrating Faculty with Information  \nLiteracy  \nIntroduction  \n[B]eing able to find, judge, and use information is a fundamental intellectual skill that all of our students need, and the responsibility for improving their abilities is not on librarians’ shoulders alone; it’s a job for the entire campus, and offers benefits to all faculty. (Fister, 2009, p. 4)  \nAt this time of economic austerity in libraries, we librarians involved with instruction must change our aim with information literacy, and shift our primary focus from students to faculty. This “teach the teachers” model, which puts the instruction of information literacy (IL) in the hands of those who actually teach classes, may seem like a radical idea; it certainly runs counter to what most librarians have internalized from our graduate studies and professional lives. The prevailing notion is that we should strive to become as embedded in the classrooms as possible as the primary, if not the only, teachers of IL in any educational institution. As it turns out, others are starting to change their thinking about IL instruction as well; in fact, there seems to be a significant shift underway right now.  \nMost libraries are not staffed with enough librarians to truly embed themselves in all classes, and many of us do not have the institutional support to integrate IL across the curriculum. As a result, we end up doing a spotty, piecemeal job, reaching some students multiple times and others not at all. This is inefficient and ineffective. But what if we teach the faculty who teach the students? Faculty have more influence over students’ learning and have developed a relationship with them; students are much more likely to listen to an information literacy message if it comes from the professor that they know and trust, and who has control over their final grade. In addition, it may help faculty become better researchers and library users.  \nInformation literacy is too big a topic for librarians to teach alone. O","cbCaicBTJI5bxht7","https://ap.wps.com/l/cbCaicBTJI5bxht7","pdf",179112,15,"English","# Introduction\n## Shifting from embedded instruction to faculty engagement\n## Rationale for teaching the faculty\n## Frameworks and outcomes in information literacy","[{\"question\":\"Why does the article argue that information literacy instruction should shift focus to faculty?\",\"answer\":\"Because budget austerity and limited staffing make embedding librarians into all classes unrealistic, leading to inefficient, uneven student coverage. Faculty have more influence over students and can deliver information literacy messages through trusted teaching relationships.\"},{\"question\":\"What is the “teach the teachers” model described in the article?\",\"answer\":\"It places information literacy instruction in the hands of those who actually teach classes. Librarians provide the tools and support so faculty can teach research and information skills to their students.\"},{\"question\":\"What four-pronged strategy does the article propose?\",\"answer\":\"The approach is “communicate, encourage, educate and infiltrate.” It is used to guide efforts to move information literacy instruction toward faculty engagement.\"}]","Changing Our Aim - Infiltrating Faculty with Information Literacy | PDF",1792087722,38]