Murphy, James E.Chiang, BronteFlanagan, KylaStewart, Rachel2024-01-032024-01-032023-11-10https://hdl.handle.net/1880/117733https://doi.org/10.11575/PRISM/42576Conference Poster, ISSOTL 2023 Annual Conference, Utrecht NetherlandsLibrarian involvement in post-secondary teaching and learning programming depends greatly on institutional context. Librarians and SoTL scholars have much in common, with librarians focusing on how students interact with the information they encounter in their academic activities. How do librarians perceive their contributions to undergraduate teaching and learning outside course-integrated instruction? And how do students respond to the information literacy skills librarians aim to impart? This year saw the launch of a micro-credential badge at University of Calgary aimed to prepare undergraduate students to be ready to engage in research activities. Organized and facilitated by the Taylor Institute for Teaching and Learning, the pilot year involved a significant presence of workshops from librarians and library staff. This presentation: (1) showcases the context leading to this collaboration and (2) highlights survey feedback and reflections from both librarians teaching and students learning in the program.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. 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.Attribution-NonCommercial-NoDerivatives 4.0 InternationalPresentation