Anne Jumonville
The role of faculty autonomy in a course-integrated information literacy program
Trinity University
purpose purpose paper explore significance faculty autonomy sustaining successful information literacy program designmethodologyapproach faculty members given opportunity create courses integrated assessed information literacy part course grant program associated institutional assessment mandate case study analyzes course grant proposals course assessment methods results also presents results followup survey faculty participants see continued integrate information literacy courses results situated context selfdetermination theory better understand role autonomy faculty motivation participation assessment program findings defining integrating information literacy allowed faculty align information literacy course goals supporting faculty choosing assessment methods integrations also provided program administrators new information faculty members teaching learning practices values results followup study confirmed faculty continued integrate information literacy courses accord underscoring importance autonomysupportive program structure originalityvalue paper provides evidence information literacy advocates faculty autonomy strength obstacle demonstrates ways incorporate allow autonomy within program constraints introduces librarians selfdetermination theory way thinking motivation help librarians pursue effective collaborations faculty