Date Approved

1-27-2022

Embargo Period

1-27-2022

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Ane Turner Johnson, Ph.D.

Committee Member 1

Monica Kerrigan, Ed.D.

Committee Member 2

Michelle Kowalsky, Ed.D.

Keywords

adjunct faculty

Subject(s)

Community colleges--New Jersey--Faculty; Information literacy

Disciplines

Higher Education

Abstract

The purpose of this qualitative case study was to explore how adjunct faculty experienced transformative learning as a result of their efforts to teach information literacy for their classes at community colleges in New Jersey. Information literacy was defined as the ability to identify information needs and the skills to discover, evaluate, and use information effectively (Townsend et. al., 2016). The study resulted in descriptions of how adjunct faculty transformed their teaching practices when necessary to adapt to new information environments. A qualitative descriptive case study methodology was chosen to examine the occurrence of this phenomenon (Yin, 2014). For the purposes of this research, the units of analysis were adjunct faculty, who have taught at community colleges in New Jersey for at least two semesters. The setting for the study was the network of the 18 community colleges in New Jersey with more than 60 campuses, serving 21 counties (NJCCC, 2019).

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