Two new courses at the University of Windsor are opening the door to thinking about information literacy and curricular integration in very different ways. The courses, Ways of Knowing and Mentorship & Learning, were originally designed to help with retention and transition issues. They were also founded on the concept of peer-led learning at the university level. In this model students are able to connect with their peers in an organic way that is not always possible with faculty and librarians. It did not take long to see the potential in using peer mentors as potential conduits in the transfer of information literacy skills. This article tells the story behind the development of two courses and the mistakes that had to be made before the connection between mentors and information literacy could be seen. It also shows that by involving faculty and students in the design and delivery of an information literacy-integrated curriculum the library can accomplish far more than any one-shot, tool-based session.
Bolton, T., Pugliese, T., & Singleton-Jackson, J. (2009). Advancing the Promotion of Information Literacy Through Peer-led Learning. Communications in Information Literacy, 3 (1), 20-30. https://doi.org/10.15760/comminfolit.2009.3.1.66