Universities have long since availed themselves of the services of the embedded librarian to deliver for-credit information literacy (IL) instruction both directly and online, in collaboration with faculty (Kobzina, 2010). In the school environment, there are distinct benefits in integrating information literacy practices across all content areas (Kuhlthau, 1993).
The embedded nature of course‐integrated IL instruction is its biggest asset, allowing TLs to intervene directly as the need arises and to tailor the IL to the research needs of the student. Course‐integrated instruction works best when it is used across several subjects as an approach to learning and over time i.e. from term to term. Non-integrated IL is by definition optional skills training which may be devalued by the teaching staff, by students or by school leadership.
In order for cross-curricular IL to be implemented effectively, there must be widespread acceptance of the TLs role in curriculum planning and course‐integrated instruction and this is not always the case. It has been suggested that embedding IL in assessment would motivate teachers to adopt the integration of IL, but at the very least, the use of a school-wide common terminology and the formal and informal discussion of factors determining the transfer of skills must take place.
The TL must become an advocate for this aspect of their role if they are to establish a culture of transfer in the school context – communication and leadership are key so that all teachers and students see the benefits of transferring information literacy practices, falling as they do into three categories – transferrers, propositional transferrers and non-transferrers — TLs must be active in designing in-service training, maintain close collaboration and liaison with school leadership and subject teachers and provide evidence of the transfer of skills.
References:
Bush, S. J., & Herring, J. (2009, September 29 – October 2). Creating a culture of transfer for information literacy skills in schools. [Conference paper]. In A. Ainsworth (Ed.), Engage, explore, celebrate: ASLA XXI Biennial Conference, Perth, WA.
Herring, J. (2011). Year 7 students, information literacy, and transfer: A grounded theory. School Library Media Research. 15, 1-17. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_Year7Students_V14.pdf
Herring, J. E., & Bush, S. J. (2011). Information literacy and transfer in schools: Implications for teacher librarians. Australian Library Journal, 60(2), 123-132. https://www.semanticscholar.org/paper/Information-literacy-and-transfer-in-schools%3A-for-Herring-Bush/dfcbdfcf30d8e51002f7a79522b2d034e955a7c9
Kobzina, N.G. (2010). A faculty‐librarian partnership: a unique opportunity for course integration. Journal of Library Administration, 50(4), 293-314. DOI: 10.1080/01930821003666965
Kuhlthau, C.C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. School Library Media Quarterly, 22(1),11-18.