Faculty-library collaboration: two pedagogical approaches

Main Article Content

Karen Marie Øvern


The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.

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How to Cite
ØVERN, Karen Marie. Faculty-library collaboration: two pedagogical approaches. Journal of Information Literacy, [S.l.], v. 8, n. 2, p. 36-55, nov. 2014. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V8-I2-2014-3>. Date accessed: 31 mar. 2023. doi: https://doi.org/10.11645/8.2.1910.
information literacy; pedagogy; assessment; team-teaching; faculty; academic libraries; collaboration; student learning outcomes; higher education; undergraduate students; postgraduate students; Norway
Research articles (peer-reviewed articles)