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The following case study details a collaboration between the DePauw University Libraries and the DePauw University Galleries and Collection at the Richard E. Peeler Art Center (Galleries at Peeler). Together, a representative from each of these contributing partners (Kayla Birt Flegal, Access and Outreach Services Librarian, with Rank of Assistant Professor from the DePauw Libraries, and Alexandra Chamberlain, at the time of this research was, Assistant Director and Curator of Exhibitions and Education from the Galleries at Peeler) sought to assess student confidence in scholarly discourse through the use of the combined pedagogical theories of Visual Thinking Strategies (VTS) and The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (herein Framework) in the classroom learning environment for the course Academic Excellence Seminar (UNIV135). Together, these theories provide a shared foundation for instructional design and assessment. The VTS sessions provided a setting for students to explore Research as Inquiry and Scholarship as Conversation, two frames outlined in ACRL’s Framework. Pre- and post-VTS session surveys gave the authors feedback directly from the students, while observations based on VTS and the Framework rubrics during the VTS sessions provided data as well. Through this partnership, the DePauw University Libraries and the Galleries at Peeler were able to support their individual missions, as well as the mission of the university, giving evidence to the necessity of both academic endeavors and to the success of students across disciplines.


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