Taylor Moorman, Jacqueline Frank, Star Bradley

Coauthoring Library Instruction with Writing Faculty: A Case Study of the Train-the-Trainer Model

Introduction

Coauthoring library instruction with writing faculty: a case study of the train-the-trainer model. MSU librarians partnered with writing faculty on a train-the-trainer model, delivering scalable, sustainable information literacy instruction.

Abstract

Academic libraries can struggle to offer consistent, sustainable information literacy instruction across survey courses with large numbers of sections and students. This case study presents an innovative train-the-trainer model at Montana State University that integrated library instruction into a first-year survey course. When faced with trials of capacity for a first-year writing program, librarians partnered with writing program administrators to revamp the library’s approach and reach over 1,100 students across 57 sections during a semester. While initial conversations revealed opposing priorities, librarians pivoted to an alternative collaborative model to satisfy both sides. This resulted in developing instructor training sessions, complete with learning materials created by librarians. The authors discuss finding commonality amidst differing ideals and share insights into the collaborative process. Assessment data proves the model effective, with positive outcomes reported. This approach offers a template for academic libraries seeking to expand instructional reach in a sustainable way. Keywords: Information literacy instruction, faculty-librarian collaboration, faculty development, faculty outreach, teach-the-teacher, train-the-trainer, scalable instruction, first-year seminar, first-year writing program

Review

This case study presents a timely and relevant approach to a common challenge faced by academic libraries: providing consistent and scalable information literacy instruction across numerous sections of foundational courses. Titled "Coauthoring Library Instruction with Writing Faculty: A Case Study of the Train-the-Trainer Model," the paper details Montana State University's innovative partnership between librarians and writing program administrators. The abstract effectively highlights the paper's core contribution: a train-the-trainer model that successfully integrated library instruction into a first-year survey course, reaching a significant number of students and sections, thereby addressing critical issues of capacity and sustainability in information literacy education. A key strength evident from the abstract is the emphasis on collaborative problem-solving. The authors transparently acknowledge initial "opposing priorities" between librarians and writing faculty, yet pivot to an "alternative collaborative model" that ultimately satisfied both parties. This pragmatic approach, resulting in the development of instructor training sessions and librarian-created learning materials, demonstrates adaptability and strategic thinking. The impressive statistics—reaching over 1,100 students across 57 sections in a single semester—underscore the model's effectiveness and scalability, making it a compelling example for institutions grappling with similar instructional demands. The focus on sharing "insights into the collaborative process" further promises valuable practical guidance for practitioners. Overall, this paper appears to offer a significant contribution to the literature on information literacy instruction and inter-departmental collaboration. By presenting a well-documented case study with "positive outcomes reported" through assessment data, the authors provide a practical and evidence-based "template for academic libraries seeking to expand instructional reach in a sustainable way." The abstract effectively conveys the paper's value in promoting faculty development and fostering productive partnerships, making it a highly relevant resource for library professionals and educators aiming to enhance the delivery of information literacy skills within large-scale academic programs.

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