|By secchio. CC BY-NC-ND 2.0|
I don’t know if y’all have noticed, but I’ve been playing some blog tag with the Academic Librarian. Well, it turns out I’m “it” again, so I guess I need to say something about information literacy. Specifically, I want to address this recent post claiming that librarians do not play a significant, direct role in information literacy.
A drop in the bucket
The gist of the Academic Librarian’s last post is that information literacy, like a liberal education in general, is built over an extended period. Information literate students don’t get that way from a few hours with a librarian; they become information literate as the result of the “cumulative effect of the efforts of many people directly and indirectly influencing the lives of students, and the students themselves working and practicing those skills.” In a nutshell, when it comes to information literacy, the role that librarians play is extremely limited and “it seems pretentious to think that librarians’ direct effect on information literacy teaching is going to be significant.”
I suppose I have to agree with his assessment: when considered in the long term, it is pretentious to think that a librarian is going to have a primary role in making students information literate. If we take a holistic view of information literacy, we’re looking at a skill set that takes years (a lifetime?) to develop, not a couple of hours in the library. As an analogy to education in general, Bivens-Tatum points out that it is unlikely that “a given professor teaching semester-long courses has a huge effect on the overall education of most students.” At best, educators can provide a foundation to build upon, but the real learning goes on outside the classroom. I agree with this. But, what are we to make of it?
A bucketful of drops
I’m trying to figure out what is being implied by this “grand scheme of things” observation. Am I to believe that librarians (or just a few of us) are spending too much time and energy on something that only amounts to a drop in the bucket of a student’s education? By the same logic, why should we pursue a liberal education in the first place? The day you studied Plato’s allegory of the cave in freshman philosophy, the day you learned about the equal angle theorem in geometry, the time you talked about Caesar crossing the Rubicon in history class…each just a drop in the bucket compared to a your entire education.
|By Pranav Singh. CC-BY-NC-SA 2.0|
A bucket of fish
And yet, comparing a single class to a lifetime of learning is a red herring. In the context of information literacy, it’s misleading to say that librarians don’t play much of a role when compared to a skill that takes years to master. For one thing, it directs attention away from the importance of the foundations. Bivens-Tatum agrees that “done right and timed well, even minimal amounts of research instruction can give students a good foundation to build upon”, yet he doesn’t think it is very important in the grand scheme of things. I don’t understand. What is a good foundation, if not something important? Sure, the multiplication tables I learned one week in 1988 are a drop in the bucket compared to my entire education, but I couldn’t have made it very far without them. Foundations are like that, it’s easy to minimize their importance in retrospect, but without them there wouldn’t be any retrospect. Perhaps the problem is that whereas Bivens-Tatum views information literacy programs as drops in the bucket, I view them as links in the chain. Sure, that one link may be long past, but without it, the chain couldn’t hold any weight.
|By …-wink-… CC BY-NC-ND 2.0|
Moreover, this minimizing of librarians’ roles in information literacy ignores that many librarians can and do play rather large roles. Just as an example, the librarians here at UTC helped write the curriculum for freshman English, and we made sure that the standard, two semester course (reaching 78% of our freshmen) met the ACRL information literacy standards. This bears repeating: the librarians helped write the curriculum. Students have library homework, writing assignments are tied to ACRL standards, paper topics are vetted by librarians, research consultations are a fact of life…the list goes on. Students simply cannot pass either semester of freshman composition without meeting a certain minimal threshold of information literacy in accordance with ACRL standards 1 through 4 (we’re working on 5). And that’s just freshman English! I could write pages about all the work we do here at UTC, but my point is simple: rather than take a passive, supportive role in student education, we have successfully cultivated a culture of information literacy across the curriculum.
In sum, librarians can play a larger role in information literacy than the Academic Librarian gives credit. We lay the foundations without which there would be nothing to build, and we can and should take an active role in the curriculum. We have to start thinking of ourselves as links in a chain, rather than drops in the bucket. I thought this was obvious, but it isn’t. And perhaps this is just the naïveté of a new librarian only 18 months on the job, but I can’t help thinking that librarians can and should play a significant role in shaping the curriculum and seeing students through from orientation to commencement, no matter the difficulty involved. We do it here at UTC; with 10,000 FTE and only eight librarians here in the reference and instruction, we still manage to leave a mark on almost every student. Sure, there will always be students who don’t need us. Some students are self-sufficient learners. I know I was…I rarely even entered the library until grad school, I just bought all of my books and used the journal collection in the philosophy department. Others just don’t give a shit in the first place and will graduate degreed, but incurious and uninterested. But, that’s how education goes. The thousands of students who do spend time with librarians, or with the fruits of our labor, more than make up for the outliers.
Back to the beginning
This entire conversation originally started when I outlined a project that will hopefully show that a realist conception of truth is the only way to meet Standard Three of the ACRL Information Literacy Competency Standards. Believe it or not, I’m still working on the project (hence my recent reading list posts). But, as to this question of worth, I suppose the Academic Librarian and I will have to agree to disagree. I think information literacy plays a large role in librarianship and he thinks that it plays a minor role. I haven’t found his arguments convincing, but neither has he been convinced by mine, so it’s best to move on. Give me until after this week’s Tennessee Library Association conference and I promise I’ll get something interesting up.