The ingredients you need to build a curriculum map are fairly simple: first, the courses offered at your campus in the department or major that you are mapping. Maps do not have to be (and probably should not be) all-encompassing of every course offered, but make sure that you map a good representative sample. Along with this, you should identify where each course falls within a rubric like the one Melissa showed earlier (Novice, Developing, Proficient, Accomplished) Then build on this framework to map the appropriate IL concepts and skills to the courses where they can or should be taught. These should be sequenced progressively so that you introduce more basic skills in a Novice-level course, but in a higher level course you might reinforce or even expand on those basic skills as well as introduce new ones that are more advanced. Faculty input can be very important here – scope and sequencing of skills will be based largely on your expertise with IL instruction, but also should take into account what faculty want their students to be able to do for the purposes of that particular course.
Robin kear information literacy
Information Literacy Robin Kear Nazarbayev University Library April 2012
What is Information Literacy?Set of abilities requiring individuals to“recognize when information is needed andhave the ability to locate, evaluate, and useeffectively the needed information.”ACRL Information Literacy Competency Standards for Higher Educationhttp://www.ala.org/acrl/standards/informationliteracycompetency
ACRL StandardsCreated in 2000 and modified by the AmericanCollege & Research Libraries division of theAmerican Library Association http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
Standards ToolkitThe Standards Toolkit is a set • Standard One: Knowof tools, web pages and other • Standard Two: Accessresources that will help you • Standard Three: Evaluateto use the Information • Standard Four: UseLiteracy Competency • Standard Five: Ethical/LegalStandards for HigherEducation. http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
Example of Standard 2.1.CStandard Two: The information literate student accesses needed information effectively and efficiently.Performance Indicators:1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.Outcomes Include:A. Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)B. Investigates benefits and applicability of various investigative methodsC. Investigates the scope, content, and organization of information retrieval systemsD. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
Next StepCreate Teaching Goals and Learning Objectives or Outcomes related to the Standards. http://www.ala.org/acrl/standards/objectivesinformation
Teaching Goals & Learning Objectives Help you plan what to cover in your instruction session Guide in evaluating the effectiveness of the session Assess student learning
Teaching Goals• What skills you plan to teach• Examples: • Search the online catalog • Scholarly vs. Popular sources
Learning Objectives Info Lit skills the students will take away from class Translates goals into specific and quantifiable behaviors Should be realistic and attainable within class time
Objectives for 2.1.C2.1.C. Investigates the scope, content, and organization of information retrieval systemsObjectives can include:Describes the structure and components of the system or tool being used, regardless of format (e.g., index, thesaurus, type of information retrieved by the system).Identifies the source of help within a given information retrieval system and uses it effectively.Selects appropriate tools (e.g., indexes, online databases) for research on a particular topic.Identifies the differences between freely available Internet search tools and subscription or fee-based databases.Identifies and uses search language and protocols (e.g., Boolean, adjacency) appropriate to the retrieval system.
Information Literacy Objectives 1. Develop a Research Strategy 2. Select Finding Tools 3. Search 4. Use Finding Tool Features 5. Retrieve Sources 6. Evaluate Sources 7. Document Sources 8. Understand Economic, Legal, and Social Issues -Modeled on the SAILS Skill Sets
Example Goal and ObjectivesGoal 1. Search the catalog By the end of the instruction session: - 1.1 Student will effectively locate an item using Title or Author searches - 1.2 Student will effectively use keyword searching and the AND operator to locate resources on a particular topic
RubricsThe ULS has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.These rubrics are based on the ACRL Standards and the eight skill sets identified by the SAILS (Standardized Assessment of Information Literacy Skills) test currently in use. There are four levels for all of the ULS rubrics. These include: novice, developing, proficient and accomplished.
Accomplish Novice Developing Proficient ed Shows an increased Understands understandin Unable to nature & g of Able to adapt narrow scope of information search topic; Unsure assignment; needed process toDevelop of Determines for topic; topic;Research how to find general Refines Knows whatStrategy information keywords keywords keywords needed in relation to and and phrases for topic develops to employ assignment to begin synonyms searching for search terms
What is a Curriculum Map?Grid for subject specific informationliteracy instructionScope and Sequence of skillsCustomizable to needs of a particulardepartment or major
Components of a Curriculum Map Courses offered Rubric Level IL Concepts & Skills Progression
MUST READ"Finding Context: What Todays College Students Say about Conducting Research in the Digital Age”, Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washingtons Information School, February 4, 2009 (18 pages).http://projectinfolit.org/publications/
LibGuide Companions Information Literacy Fundamentals http://pitt.libguides.com/infolit Information Literacy Tools http://pitt.libguides.com/infolittools