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I’ve been thinking a lot lately about scalability. This is not a new idea for me, but it has certainly been popping up more in my mind and sticking around longer. Maybe it’s because every year the middle-of-March madness creeps up on me and nearly knocks me over–how is it, really, that I can have forgotten how frantic I’d be? So many email exchanges with instructors; so many reference shift swaps; so many last minute changes; so many lesson preps; so many worksheets! Yet it’s the same every semester: in the beginning, I’m doing systematic outreach to all the full-time and adjunct faculty teaching in my liaison areas–I want them to remember that the library exists, right? And that we’re here to support teaching and learning on campus? By about six weeks into the semester I’m almost secretly hoping they’ll forget my name because I fear I’ve already bitten off more than I can chew.

I haven’t yet figured out how to solve this dilemma, but I started poking around a little to learn more. Lorelei Rutledge and Sarah LeMire include a discussion about scalable models in a broader article addressing new ways to think about information literacy on campus (Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom). For Rutledge and LeMire, it seems the main crux of the issue is about finding new and creative ways to infuse information literacy instruction into students’ academic lives, rather than strictly about relieving scheduling issues among teaching librarians. You see, the problem isn’t just that there isn’t enough time in the world to teach workshops for all the instructors who might want them, but also that our students would benefit from a greater degree of information literacy support, in general. Rutledge and LeMire call our attention to what they call “opportunities for microteaching on campus,” for instance by including “snippets of information literacy instruction” in large-scale campus outreach events, or becoming a mentor for student organizations or committees. They suggest teaming up with potential advocates among stakeholders on campus who could act as ambassadors and library boosters, working hand-in-hand with campus writing centers to prepare writing tutors to help their peers with research and information literacy challenges, working with the Center for Teaching and Learning on campus to help with faculty PD, and developing train-the-trainer programs to support instructors who might be interested in teaching their students information literacy skills and knowledge.

I’m really attracted to the latter idea: finding a way to better empower instructional faculty in the information literacy crusade–the old “turnkey” approach. One of the first formal train-the-trainer initiatives I became aware of is The University of Texas at Austin’s Information Literacy Toolkit (although the Texas toolkit may not have been the first such resource, as the IL Toolkit at the University of Minnesota has been around since at least the early 2000s; see Butler & Veldof, 2002). UTA’s Toolkit LibGuide provides openly licensed resources for faculty, including customizable assignments linked to related guides and tutorials, complete with instructions and example student work, in-class assessment activities, and narratives about sample courses and their implementation of IL assignments and assessments. The Toolkit also serves as a channel for informing instructors about how they can reach out for a consultation with a librarian, request a custom-designed research assignment for their students, or schedule a workshop with a librarian.

In March of 2018, Marielle McNeal from North Park University in Chicago facilitated a webinar on the train-the-trainer model for an Illinois consortium of academic and research libraries. What struck me as I read through McNeal’s outline was the idea that we might be missing something in our efforts to help our instructional colleagues if we focus primarily on trying to teach them better ways to design assignments or courses, and neglect some of the barriers faculty face when it comes to teaching information literacy. As she points out, our colleagues may not fully understand all the factors impacting students’ information literacy challenges, and are most likely not well versed in major IL concepts or familiar with best practices for teaching IL. Sometimes I simply lose sight of the fact that the faculty with whom I collaborate are content experts in their own disciplines, and not necessarily in mine.

There are a lot of fantastic ideas out there! But it’s clear that any scalability initiative has to be customized to the institutional and library context. When I read about building a network of boosters or coordinating with the writing center or launching an online toolkit, I have to wonder how taking all that on could possibly relieve the pressure I’m feeling right now. Obviously, to set up any kind of scalability initiative will take a concerted investment of time and attention and it’s probably not something to dive into without some strategic and collaborative thinking. This year, as I emerge from my mid-March frenzy, I plan to keep the issue on my radar. Maybe I can break the cycle. In any case, I’d love to hear about any experiences you’ve had working to address the scalability issue.