Where We Come In: Faculty Research Pedagogy and Implications for Librarian Practice

This article reports the findings and implications of a qualitative exploratory study of writing composition instructors' approaches to teaching research skills and designing research assignments. The authors present the common learning goals, instructional approaches, and research teaching challenges that surfaced through semi-structured, individual in-depth interviews with instructors. They then describe how the study findings point to embedded librarianship and faculty train-the-trainer approaches as potential avenues for improving academic librarians' information literacy instructional support for students and faculty.