Maintained by the ACRL Student Learning & Information Literacy Committee, these resources will guide librarians engaged in the practice of instructional and curricular design through dynamic, responsive content on the Scholarship of Teaching and Learning (SoTL).

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century.

This book is intended to help widen and deepen the conversations between librarians and compositionists. How can we further build and strengthen teaching partnerships that invite students to engage in writing and information seeking and use as processes of inquiry, critical reflection, and meaning making? And what sometimes stands in the way of doing so? Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including an explorations of:

Two dozen teachers, librarians, administrators, and writing center professionals share their expertise and insights on successfully utilizing the frameworks for writing and information literacy. 

Annotated bibliography with themes that include embedded librarianship, nurse educator/librarian collaboration, adaptability and flexibility with new and emerging technologies, and collaboration with instructional designers. The primary audience for the bibliography is nursing and health science liaison librarians, but distance learning, outreach, and instruction librarians may also find it useful and applicable to their specializations.

Rewired: Research-Writing Partnerships within the Frameworks highlights the clear connections between two important disciplinary documents—the Framework for Success in Postsecondary Writing (CWPA, NCTE, and NWP, 2011) and the Framework for Information Literacy for Higher Education (ACRL, 2016)—and examines partnerships between librarians and their colleagues who are teaching information literacy in new and impactful ways.

Explores issues of the theory and practice of inclusive and reflective teaching in order to broaden students' understanding of power structures within the education system and in society.

A white paper published by the Association of College & Research Libraries. Written by a working group of leaders from many parts of the association, this white paper explores and articulates three intersections between scholarly communication and information literacy. The paper also provides strategies for librarians from different backgrounds to initiate collaborations within their own campus environments between information literacy and scholarly communication.

"Common Ground at the Nexus of Information Literacy and Scholarly Communication" presents concepts, experiments, collaborations, and strategies at the crossroads of the fields of scholarly communication and information literacy. The seventeen essays and interviews in this volume engage ideas and describe vital partnerships that enrich both information literacy and scholarly communication programs within institutions of higher education.

The Elected Standing Committee on Teaching from the Association for Education in Journalism and Mass Communication (AEJMC) offers various teaching tips.

Not Just Where to Click: Teaching Students How to Think About Information explores how librarians and faculty work together to teach students about the nature of expertise, authority, and credibility. It provides practical approaches for motivating students to explore their beliefs, biases, and ways of interpreting the world. Examines how academic libraries assess liaison activities and offers recommendations for documenting the impact of programs and services.

In the Library with the Lead Pipe is an open access, open peer reviewed journal founded and run by an international team of librarians working in various types of libraries. In addition to publishing articles and editorials by Editorial Board members, Lead Pipe publishes articles by authors representing diverse perspectives including educators, administrators, library support staff, technologists, and community members. 

Stephen D. Brookfield offers a very accessible guide to how faculty at any level and across all disciplines can improve their teaching. 

Reports on a 2-year study conducted by the Committee on Developments in the Science of Learning.

This book builds on a simple premise: good teaching cannot be reduced to technique but is rooted in the identity and integrity of the teacher. 

Lloyd and Talja include both the more traditional views of the library professional and the newer, more complex socially constructed multi‐literacies. 

Provides link to 2014 UNESCO multilingual information literacy guide.

Project Information Literacy (PIL) is a large-scale, national study about early adults and how they find, evaluate, and select information for use in their courses and in everyday life. PIL conducts studies across different types of college campuses.

Presentations from recent LOEX (Library Orientation Exchange) Conferences.

Articles and presentations from the 2014 Library Instruction West Conference in Portland.