Embedding a librarian in the classroom: an intensive information literacy model

Purpose - To describe an information literacy (IL) component for an undergraduate program, and to discuss the design and implementation of a faculty/librarian collaboration to teach first-year English students how to do appropriate and thorough research. Design/methodology/approach - The librarian was assigned to be a co-instructor in the course, taught a significant percentage of the research material, and participated in the assigning of students' grades. Findings - Each session taught by the librarian is described in detail, and the impact of the experiment on the students, the instructors and the college is addressed. Originality/value - The paper addresses the benefits and difficulties of adding an intensive IL component on a small college campus.