Subjects
community-based research, service learning, knowledge equity, metaliteracy
Document Type
Research Article
Abstract
Supported by institutional commitments to community engagement, undergraduate students at universities across North America are participating in community-based research projects. These experiential learning activities allow students to collaborate with community partners to address issues in their communities, often resulting in co-creating research products that seek to have a real-world impact. This article reports on ways that academic librarians can support students engaged in these activities, informed by interview data gathered from university administrators and faculty members from across Canada with expertise in conducting and overseeing students' participation in research connected to university–community partnerships. This growing area of scholarly activity in higher education provides instruction librarians with unique opportunities to teach students valuable information literacy skills tied to knowledge equity, representing a threshold concept that recognizes students' abilities to create new knowledge that strives to be accessible, inclusive, and done in an ethical manner that serves community interests.
DOI
10.15760/comminfolit.2023.17.2.1
Persistent Identifier
https://archives.pdx.edu/ds/psu/41008
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Hall, R. (2023). Exploring the Role of Information Literacy Instruction in Student Co-Creation of Community-Based Research Products. Communications in Information Literacy, 17 (2), 308–331. https://doi.org/10.15760/comminfolit.2023.17.2.1