In an attempt to expand Information Literacy (IL) instruction beyond the one-shot, the Thompson Rivers University (TRU) Library established the English Library Instruction Pilot (ELIP) in 2023- 2024. Students involved in the project participated in a series of three tutorials. The outcomes of the tutorials were aligned to both their Introduction to Academic Writing (English 1100) class and the ACRL Framework for Information Literacy. In experimenting with the new model, we asked the following questions:
• Did the ELIP programme help students succeed in their associated English 1100 courses?
• Does more integrated instruction aid in relationship-building between the library and the TRU community?
• How can we improve our instruction practices to better meet student needs?
This paper discusses the formation of the programme, the results from our evaluation of it, and reflects on future directions and improvements. Through an examination of student assignments, a faculty feedback survey, and reflective journaling of librarian instructors, we conclude that the programme helped students complete the outcomes of their associated English 1100 class. It also contributed to relationship-building between the library and the university community and helped significantly improve existing teaching practices and materials in the library. The ELIP programme is unique in its departure from both the one-shot and credit course IL models, and we hope that our reflections will encourage other librarians to reflect and experiment with their instructional spaces.
