Assessing Faculty-Librarian Instructional Collaboration and Health Literacy in Health Studies Student Learning Outcomes
Keywords:Health Science Instruction, Health Studies, Faculty-Librarian Instructional Collaborations
Background: Health Science instruction has a foundation of scholarly literature for online Faculty-Librarian Instructional Collaborations (FLIC), but gaps still exist in the evidence-base in the Health Studies field. Purpose:The purpose of this study was to describe how the FLIC collaboration worked and to describe the success of the collaboration in terms of the assessment process, how the collaboration influenced learning outcomes, and lessons learned about team growth and the meaning of the experience. Methods: The study used an exploratory mixed-methods design. The researchers operationalized successful collaboration as (1) successful student learning outcomes, (2) team growth, and (3) a meaningful experience. The FLIC instruction took place in an online, baccalaureate-level Global Health course. The FLIC collaboration included credibility of resources skill activities designed by the librarian and global health country comparison activities (which required the evaluation of the credibility of resources) designed by the Health Studies faculty. Results: The study had a 72% response rate (n=13). The learning outcome was met at 100%. Student learning outcome weaknesses included not summarizing the significance of the data or crediting sources (average points earned 1.24/1.50), and low professionalism in the presentation (average points earned 2.77/3). Team building and the quality of the experience were related to macro and micro-level barriers and facilitators. Quality improvement implications support the importance of faculty-librarian instructional collaboration using the FLIC strategy in Health Studies Programs.
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