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Abstract

Research on collaboration in information literacy curriculum has yielded insights into the opportunities and challenges surrounding efforts to establish sustainable teaching models. Few studies, however, have examined the ways in which these teaching partnerships enrich the knowledge base of instruction librarians and faculty. This paper examines the pedagogical knowledge development of two instructional librarians and one composition instructor in the collaborative teaching of information literacy skills in a composition course. The three instructors share ethnographic accounts recounting the iterative process of developing curriculum to meet the needs of their first-year students. The curricular innovations, including online modules, multiple instruction sessions, and student reflective journals, contributed to a richer knowledge base for the instructors as they managed the needs of their students. Through this collaborative process, they discovered gaps in their knowledge of learners and teaching methods.

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