Transforming Information Literacy Grants Program: A Case Study of the Course Enrichment Grants Program at University of Virginia Library

Authors:Flanigan, Abigail, LB-Univ Librarian-GeneralUniversity of Virginia Wang, Wei, LB-Univ Librarian-GeneralUniversity of Virginia Thomas, Judith, LB-Univ Librarian-GeneralUniversity of Virginia ORCID icon

This article describes the University of Virginia Library’s Course Enrichment Grant program, where small grants are awarded to faculty members interested in working with a team of subject liaison librarians, digital technologists, data specialists, and teaching & learning librarians to enhance new or existing courses. This paper will describe the history and development of the program, the logistics and outcomes, as well as opportunities and challenges that have arisen throughout its three years. We will share our reflections as members of both the organizing committee and project teams, as well as recommendations for libraries who are interested in adopting a similar program at their institution.

The Course Enrichment Grants program built on existing information literacy grants programs at similar institutions and expanded to include support for the integration of innovative technology into the classroom and the development of data literacy. It has three tracks: Information Literacy, Data Literacy and Digital Literacy. Each funded project has the dedicated support of a liaison librarian-led team of specialists with expertise in the proposed topic. In addition to enhancing students’ ability to critically find, evaluate, manage, and use information both within and beyond their field of study, this paper will show how CEG has inspired faculty to integrate innovative technology into classroom teaching and students’ research projects, and to create new types of media-rich class assignments.

We will discuss how our roles as liaison librarians allowed us to leverage our relationships with faculty to promote the program, advise faculty throughout the application process, successfully manage individual projects, and create sustained and meaningful changes within our departments. Notable successful projects will be described and analyzed in depth, including a course enrichment grant awarded to a faculty member in the Drama Department that led to a more sustained effort to incorporate information literacy into the development of a new theater history curriculum.

Our paper will demonstrate how the Course Enrichment Grant program has led to increased campus-wide awareness about library resources and services, information literacy concepts, innovative use of technology in the classroom, and closer relationships among faculty and librarians.

University of Virginia
Published Date:
May 14, 2020

Paper delivered at the 5th Sino-American Academic Library Forum on Collaboration and Development, Hohhot, Inner Mongolia, August 2019.