Collaboratively planning information literacy in public universities through lesson study : a qualitative case study to examine using the framework for information literacy to inform instruction.


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Librarians struggle with using the Framework for Information Literacy (ACRL, 2015) to guide information literacy instruction (Downey, 2016; Hess, 2015; Stevens & Tieman, 2017). Infusing theoretical concepts is difficult in an applied discipline like information literacy and library science (Chang & Chen, 2015; Downey, 2016; Hess, 2015; McGuinness, 2006; Stevens & Tieman, 2017). Information literacy instruction is an integral part of university education (Jessy et al., 2016; Nicholson, 2016; Vega García et al., 2017; Watson et al., 2013; Weiner, 2012). However, college students struggle to evaluate and interact with information after graduation (Badke, 2008; Julien et al., 2018; Salisbury & Sheridan, 2011; Weiner, 2012). This study aimed to identify the best instructional practices and characteristics for information literacy instruction in Freshmen Year Experience (FYEX) classes. A team consisting of the researcher, a library staff worker, two librarians, and the FYEX coordinator worked together using a lesson study to modify the information literacy instruction. The research question this study sought to answer was: How does a professional collaboration between librarians and an FYEX instructional faculty member influence the implementation of effective instructional strategies regarding the threshold concepts in the Framework for Information Literacy (FIL)? This qualitative research study involved data collection during two information literacy sessions in two FYEX classes and debriefs following each instruction session and following the participants’ review of student products. One-on-one interviews with the lesson study participants were also a significant data source. There were three key findings of this study. First, peer collaboration is valuable, and it leads to a learning environment more conducive to creative problem solving and applying theoretical concepts. Second, meaningful engagement with instructional material helps cement information literacy instruction. Third, the one-shot instruction method should be paired with a follow-up librarian visit, at the very least, to help cement learning. The importance of source evaluation, the iterative nature of searching, and the importance of library resources were essential themes in the literature review, the FIL, and the data collected from the study.