Graduation Year

2023

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Yiping Lou, Ph.D.

Committee Member

Jolyn Blank, Ph.D.

Committee Member

Sanghoon Park, Ph.D.

Committee Member

James Andrews, Ph.D.

Keywords

interprofessional, education, asynchronous, instruction, design

Abstract

A scoping literature review and a qualitative case study were conducted in this dissertation research to explore formal information literacy instruction and professional development for librarians and social workers in the context of library social services. This research provides avenues for increasing understanding about how each is prepared to provide mental health and social service information and resources in public libraries.The scoping literature review was conducted on 19 studies published since 2002 focusing on librarians’ roles in information literacy instruction in social worker education. Articles were reviewed according to published Scoping Review guidelines. Trends were described regarding instructional and technological characteristics, research design, and outcomes. Findings indicate a need for further research on information literacy training to guide librarians in delivering information literacy training to support social workers’ use of research for practice. The qualitative case study explored librarians’ and social workers’ experiences in an online scenario-game-based training program for Responsive Librarianship, a model for the delivery of personalized library services in response to a health or wellness concern. Analysis was conducted using the Community of Practice for Blended Learning Model to determine how participants’ responses to course design and activities related to community of practice characteristics. Findings of this study explain the role that scenario-game-based training plays in developing Responsive Librarianship skills through authentic cases and problem-solving opportunities in a safe environment for practice. There has been little research pertaining to situated information literacy in the landscapes of practice of social services in libraries. The contributions of the two studies in this dissertation are projected to help librarians and social workers design and develop information literacy instruction that prepares social workers for library social work practice and supports both librarians and social workers providing social services in libraries. Responsive Librarianship training using scenario-game-based training in an online interprofessional community of practice is a way to bridge academic information literacy instruction with what is needed for the workplace.

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