Subjects
credit-bearing courses, information literacy, professional identity
Document Type
Perspective
Abstract
In this essay, we argue in support of library-led information literacy (IL) credit courses, emphasizing the impact that developing, teaching, and managing these courses can have on the professional identity of library faculty and staff. Existing research has indicated that librarians who teach credit courses may more strongly identify as teachers than those who teach only course-integrated sessions. We expand on this research by sharing the perspective of four individuals who are involved in the design, instruction, and coordination of credit-bearing IL courses, including two faculty librarians and two staff members. By providing these differing voices, we give a unique perspective on a critical question in the field: Should libraries offer credit-bearing IL courses?
DOI
10.15760/comminfolit.2024.18.1.7
Persistent Identifier
https://archives.pdx.edu/ds/psu/42059
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Hammons, J., Dotson, D. S., Primeau, H., & Ramey, D. (2024). Exploring Professional Identities in Libraries: The Impact of Credit-Bearing Courses Beyond Student Learning. Communications in Information Literacy, 18 (1), 107–125. https://doi.org/10.15760/comminfolit.2024.18.1.7