Abstract

Trinity University has established effective strategies for engaging faculty, administrators, and staff in information literacy instruction and assessment. Succeeding in an area in which many libraries struggle, the Coates Library at Trinity University offers a model for libraries seeking to actively engage their campuses through 1) establishing a common definition of information literacy; 2) developing workshops and grants; and 3) engaging in campus-wide information literacy assessment using rubrics. Furthermore, a survey of Trinity faculty, administrators, and staff reveals facilitators and impediments to campus acceptance of collaborative information literacy activities that can inform the evaluation efforts of librarians at other institutions.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 831-852
Launched on MUSE
2011-07-08
Open Access
No
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