Despite the increasing recognition of the importance of embedding information literacy into the curriculum of higher education, in Ireland IL instruction is still mostly delivered through in-class sessions. While this delivery model presents some advantages over instruction delivered through workshops and one-shot sessions, the lack of formal requirements that faculty should dedicate some classroom time to the delivery of IL instruction means that librarians often struggle to gain access to the students that they are in charge of educating.
The purpose of this dissertation is to investigate, using a mixed method approach, faculty perception, awareness and use of in-class information literacy instruction in Dublin Business School to help the library identify and overcome obstacles to co-operation between faculty and librarians.
The primary research revealed that DBS Faculty value highly the importance of providing IL instruction to their students and that the low number of requests for in-class sessions is due primarily to low service awareness, lack of confidence in the effectiveness of this form of instruction and lack of time.
Additionally, the majority of survey respondents think that faculty and librarians should be equally involved in the delivery of IL instruction to students and that information literacy should be taught as part of a credit-bearing module.
The conclusions drawn from these findings are that DBS should encourage collaboration between librarians and faculty by requesting their active participation to the design and delivery of contextual and meaningful in-class instruction. Furthermore, the need for in-class instruction could be reduced through the creation of a credit bearing module aimed at improving the IL, digital and academic writing skills of students. Author keywords: Information literacy, in-class instruction, faculty perception of information literacy