Abstract
Considering all that we know about learning science, design principles, and reflective practice, is the one-shot instruction session an effective mode of knowledge transfer? If we could build information literacy initiatives from the ground up, based on students’ prior experience and how they learn, our teaching would not be limited by past practice and our instructional roles could evolve in new ways. As a result, we would design and lead information literacy through a combination of opportunities such as teacher-training programs and instructional consultations intended to build scaffolded research assignments; librarian-faculty collaborations that prioritize the transferability of knowledge while honoring and disrupting disciplinary ways of thinking; and learning objects that provide an intentional structure for sustaining information literacy at our institutions.
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