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Abstract

The authors offer this case study of collaborating to scaffold information literacy learning into a semester-long research assignment within an undergraduate rehabilitation services course. The goal of the partnership was to teach students to research a rehabilitation theory/intervention in the professional literature and connect the evidence to rehabilitation services available locally for individuals with disabilities. Specific collaborative practices are identified as essential to the success of this pedagogical project, specifically the giving of time, the scaffolding of learning, and the continual return to reflection in the teaching and learning process, which are all enabled by the sharing of expertise between partners. The authors affirm that collaboration between librarians and course faculty in the counseling and human services fields improves outcomes for connecting theory to practice. This is an important component of evidence-based practice to develop in students the essential dispositions of more mindful and ethical future human services professionals.

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