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Creating a Sustainable Information Literacy Program Using the Train-the-Trainer Model




Hartman, Patricia
Perry, Valerie
Keinsley, Jason
Newhouse, Renae


Using the train-the-trainer model as our foundation, we created a new information literacy program in an introductory lab course. We will describe the program’s development, implementation, and evolution since first implemented in Spring Semester 2013. We also will share the advantages of using the train-the-trainer model in an information literacy program, particularly regarding its potential to reduce librarians’ time commitment and help librarians build lasting relationships with teaching faculty and graduate students. During the two semesters we have used this method we co-taught 78 sessions reaching over 2,200 attendees (undergraduates) over a period of 2 weeks per semester relying primarily on two library science graduate interns and some oversight by the agriculture librarian. We believe this model is unique because it has a less tangible, but potentially more lasting effect. We are creating more than assistants; rather, we are creating co-instructors who bring their own set of experiences and observations to the table. This collaborative program in general helps us reach more students than ever and create lasting partnerships with subject teaching faculty and graduate students. This presentation should appeal to all conference attendees who offer any type of instruction or information literacy programs, particularly those with large or small multiple sections courses. It can be employed with all types of course instructors, teaching faculty and teaching assistants. While our program took place in a life science lab course, the method could be applied to any type of course.