id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
crl-16609	Napier, Trenia; Parrott, Jill; Presley, Erin; Valley, Leslie	A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing	2018	26	.pdf	application/pdf	12161	474	28	In doing so, this case study and its authors illustrate the shared responsibility for student learning in information literacy reflected in the As- sociation of College and Research Libraries in ACRL’s Framework for Information Literacy for Higher Education (hereafter ACRL Framework), which calls for librarians, teaching faculty, and administrators to collaborate more extensively: to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond.3 Further, our research shows that a trilateral approach to information literacy in- creases efficacy and a sense of shared responsibility for librarians, writing center staff, and course instructors in support of student research in ways traditional bilateral approaches do not. The Charter stipulates that library instruction sessions focus on facilitating the development of transferable information literacy skills through the use of active learning rather than on “teaching the tool,” while the Core Competencies acknowledge that information literacy is the shared responsibility of librarians and faculty and that students develop and build information literacy competency in context and through experience.	cache/crl-16609.pdf	txt/crl-16609.txt