Engaging Students through Campus Libraries

High-Impact Learning Models

by Gayle Schaub and Hazel McClure, Editors


Demonstrates the significant difference academic libraries and librarians can make in student engagement and learning.

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Cover image for Engaging Students through Campus Libraries

July 2020

Libraries Unlimited

Pages 145
Volumes 1
Size 6 1/8x9 1/4
Topics Librarian's Instructional Role/Information Literacy and Instruction, College Level and Above
  Adult Services and Programs/General
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This collection of collaborative, high-impact learning experiences in information literacy teaches librarians how to engage students in hands-on, experiential learning.

The Association of American Colleges and Universities (AAC&U) has identified ten practices that are highly impactful to student learning to designate as "high-impact educational practices" (HIP). These practices engage students deeply in a meaningful, connected way to their work. Librarians teach and support student learning in many ways that assist these AAC&U practices, such as information literacy instruction for capstone, writing, and first-year seminars and research support for collaborative assignments and projects.

Engaging Students through Campus Libraries calls attention to work in information literacy that goes beyond a traditional librarian role; it features librarians and faculty partners who engage in projects that highlight salient, experiential facets of the AAC&U practices in order to teach information literacy. In this book, librarians will learn high-impact, experiential learning models for working with students. They will understand how to think about and describe how AAC&U best practices are currently embodied in their organizations. They will also imagine future learning experiences for students with HIPs in mind, resulting in information literacy that is integrated into disciplinary work in a vital and transformative way.


  • Demonstrates the varied and exciting possibilities for engaged, integrated information literacy instruction
  • Includes details about planning and preparation so that readers can replicate, scale, or adapt practices in other library environments
  • Offers librarians practical models for pursuing their own partnerships in other disciplines
  • Includes narrative accounts of completed projects and programs involving students from a range of majors and academic departments
  • Features chapters written by the creators and facilitators of the projects described
Author Info

Gayle Schaub is an assistant librarian at Grand Valley State University, working with psychology; sociology; and women, gender, and sexuality studies. She holds an MLIS from the University of Wisconsin Milwaukee and an MA in teaching English as a foreign language from the American University in Cairo. Schaub is coeditor of the 2015 ACRL publication Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians. She has also published articles on information literacy terminology and the positive role of library programs and exhibits in student success and retention.

Hazel McClure is an associate librarian at Grand Valley State University, where she liaises with English, writing, environmental studies, and digital studies. She holds an MFA from Saint Mary's College of California and an MLS from State University of New York at Buffalo. She was awarded GVSU's Pew Excellence Award for Library Faculty in 2017. She coedited the 2015 ACRL publication Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians and has written and presented about changing reference services, collaboration with teaching faculty, and information literacy threshold concepts.

Other Titles of Interest

Engaging Diverse Learners cover imageEnhancing Library and Information Research Skills cover imagePeer-Assisted Learning in Academic Libraries cover image
The Pivotal Role of Academic Librarians in Digital Learning cover imageUser-Centered Design for First-Year Library Instruction Programs cover imageThe Slow Book Revolution cover image

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