Jacobsen, MicheleBailey, Kieren2017-07-172017-07-1720172017Bailey, K. (2017). Developing Library Instruction to Support Students’ Research and Writing: Librarians and Professors Collaborating Together (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25625http://hdl.handle.net/11023/3961The purpose of this design-based research study was to design, integrate and study library instruction in a required undergraduate writing course collaboratively with professors with the goal of influencing students’ understanding of the research and writing process. Three professors of an undergraduate general education writing course participated in this study, along with thirteen students. The initial study design called for one iteration of instruction, which included three different designs (which were primarily designed by the professors): the ‘one-shot session’ approach, a ‘partially embedded librarian’ approach and a ‘fully embedded librarian’ approach. The ‘fully embedded librarian’ approach evolved throughout the research study as the librarian and professor actively collaborated. Through this collaboration, a second iteration of the study emerged which involved a complete redesign of the curriculum for the ‘fully embedded librarian approach’ section. Data collection methods included collaborative design team meetings, faculty and student questionnaires, student research summaries, student interviews, and a researcher diary. Themes that emerged from the data using the Community of Inquiry theoretical framework were: exploration, integration, resolution, open communication, building understanding, and direct instruction. Themes that emerged from the data for library instruction were an increase in student confidence, the value of relationship building, and the role of the librarian. The value of collaboration between professors and a librarian in design-based research was a key finding of this study, and relates both to the use of the Community of Inquiry theoretical framework and to the design, delivery and evaluation of library instruction. The understanding of the librarian’s role by professors regarding teaching research and writing was key to the design and delivery of library instruction in a writing course. Library instruction can best influence student learning when students understand the role of a librarian in the classroom, as well as when they have time and opportunity to develop some comfort level in interacting with the librarian. This dissertation presents an argument for the use of design-based research and the Community of Inquiry theoretical framework to inform and study the design of library instruction in a face-to-face learning environment enhanced with technology that includes both group and individual learning activities. This dissertation also discusses implications for further research and practice.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Library ScienceEducationEducation--HigherEducationInformation LiteracyDesign-based ResearchCommunity of Inquiry theoretical frameworkEmbedded LibrariansACRL FrameworkAcademic Librariesdoctoral thesis10.11575/PRISM/25625