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Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
Edwards- Information Literacy: Sequenced, tiered and integrated
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Edwards- Information Literacy: Sequenced, tiered and integrated

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  1. Information Literacy: Sequenced, Tiered, and Integrated Julie Biando Edwards, Samantha Hines, Tammy Ravas, Sue Samson, Megan Stark Mansfield Library, University of Montana August 15, 2013 IFLA Pre Conference of Info Literacy & Reference Services
  2. Mansfield Library, University of Montana Photo Courtesy of Mark Fritch, University of Montana
  3. From bibliographic instruction to information literacy The central mission of Mansfield Library instruction is to create information literate students who know how to find, evaluate, and use information effectively and ethically. Photo Courtesy of Mark Fritch, University of Montana
  4. Library Curriculum Task Force (2008): “Question, explore, and codify the curriculum delivered during various levels of student experience. With input from all library faculty, the committee will create standard student learning outcomes to be considered for implementation across the library curriculum.” 1. Identify current library instruction practices and strategies across disciplines. 2. Identify best practices for library instruction at varying levels of education (first-year through graduate). 3. Develop a standard library curriculum and learning outcomes for this curriculum. 4. Investigate pedagogical best practices and facilitate the sharing of these practices for the best implementation of the library curriculum.
  5. New Curriculum = New Tools o Map outcomes and skills to the Association of College and Research Libraries Information Literacy Standards. o Break courses down into academic level, from first year through graduate courses. o Eliminate duplication in instruction.
  6. Information Literacy Framework table and Information Literacy Rubric table: http://www.lib.umt.edu/informationliteracy Photo Courtesy of Mark Fritch, University of Montana
  7. Information Literacy Rubric
  8. Librarians. . . o Work collaboratively with faculty in all the departments, schools, and colleges. o Target research and writing courses in all majors. o Serve as research consultants and pedagogical guides to students and faculty. Photo Courtesy of Mark Fritch, University of Montana
  9. Strategic Integration – First Year Curriculum The strategic integration of information literacy into the Mansfield Library curriculum begins with first- year initiatives that serve as the basis for information literacy instruction in the disciplines at the junior and senior levels. Photo Courtesy of Mark Fritch, University of Montana
  10. Strategic Integration – Second, Third, and Fourth Year Skills acquired at the 100 level are built upon in subsequent years. Photo Courtesy of Mark Fritch, University of Montana
  11. Strategic Integration – Graduate Level The University of Montana offers masters or doctorate degrees in 39 departments, each served by a liaison librarian with subject-area knowledge and experience. Photo Courtesy of Mark Fritch, University of Montana
  12. Strategic Integration – Two Year Programs The librarian at the two year campus often tries novel ways to integrate information literacy. Photo Courtesy of Mark Fritch, University of Montana
  13. Assessment Instruction assessment at the Mansfield Library includes or has included all of the following: • online feedback from students; • online feedback from faculty whose class is receiving information literacy instruction; • online learning outcomes assessment tiered to 100, 200, 300, 400, and gradate levels; • teaching portfolios; • peer review of teaching (PROT); and • faculty research.
  14. Future Directions Photo Courtesy of Mark Fritch, University of Montana
  15. Questions? Photo Courtesy of Mark Fritch, University of Montana
  16. Bibliography • Bulaong, Grace, Helen Hoch, and Robert J. Matthews. "Competency Rubric: Information Literacy Resources." New Jersey City University Guarini Library. Last modified August 22, 2012. http://www.njcu.edu/guarini/instructions/Rubrics.htm. • Greer, Ann T. "A Model for the Delivery and Evaluation of Asynchronous and Interactive Synchronous Library Services at Southern Adventist University." PhD diss., Graduate School of Computer and Information Sciences, Nova Southeastern University, 2001. ProQuest (3052298). (pp. 87-89) • Samson, Sue . 2010. Information literacy learning outcomes and student success. J. of Academic Librarianship, 36(3): 202-210. • Samson, S. and K. Granath. 2004. Reading, writing, and research: added value to university first-year experience programs. Reference Services Review, 32(2): 149-156 • Samson, S. and D. McCrea. 2008. Using peer review to foster good teaching. Reference Services Review, 36(1): 61-70. • Schroeder, Robert. "A Developmental Information Literacy Matrix: A Tool for Focus, Clarity, and Communication." Poster presented at the 13th Association of College and Research Libraries Conference, Baltimore, MD, March 2007.

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