Rationale: Academic and school librarians serve as liaisons to their respective institutions. They perform parallel functions at their sites: collection management and instruction to support curriculum. They also theoretically serve all their parallel respective constituencies: students, faculty, administrators, and selected community members (e.g., parents, alumni, local agencies, etc.).

1. Identify counterpart librarian:
- feeder schools/ school for graduates
- library staff contact information

2. Make initial contact
- schedule meeting
- find common ground
- share informal needs and successes

3. Librarians gather data about their respective institutions:
- library mission, resources, facilities, staffing, instruction (including documents), library usage
- clientele demographics, information literacy competency, curriculum, typical library-related assignments
- analysis of data if possible, such as information literacy gaps
- means to address information literacy gaps

4. Set up follow-up contact meeting:
- share data
- share information literacy instruction/learning activities
- determine juncture of information literacy competencies
- design method of informing respective faculty of issue (e.g., speak to each other’s faculty about information literacy needs and gaps; include IHE students who can talk with their high schools about information literacy needs)

5. (optional) Set up regional librarians meeting:
- each librarian identifies and contacts peers
- arrange meeting time/place/PR/supplies
- agenda: discuss efforts to this point by original librarian pair, set up way to communicate and coordinate efforts regionally

6. Librarians work with their respective faculty
- share information literacy standards and issues with respective faculty through staff development/meetings
- identify curriculum
- design instruction
- implement instruction and assess process and results

7. Set up follow-up contact (F2F or online)
- share efforts and results
- bring a faculty member (and student) to the meeting to share experiences and broaden support base
- discuss how to involve more faculty and articulate information literacy instruction
- develop a database or repository structure to gather information literacy instructional documents (e.g., assignments, presentations, assessments)

8. Follow-up faculty meeting between sites
- share information literacy efforts by subject domain
- articulate information literacy standards, instruction, and assignments

9. Librarians and teachers work with their respective site personnel
- develop a school wide information literacy initiative: standards, learning outcomes, scope and sequence
- develop a repository of learning activities and assessments

10. Hold regional summit about information literacy
- assess student learning (improvement, hopefully)
- train others in use of repository/database

Information literacy audit checklist: