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How to Build it so They Will Come: Designing and Implementing a Successful For-Credit Information Literacy Program
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How to Build it so They Will Come: Designing and Implementing a Successful For-Credit Information Literacy Program

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As libraries struggle to find their place in a changing environment, one solid way to stay on target is to tie your services to the priorities of the larger institution. There is no better way to do ...

As libraries struggle to find their place in a changing environment, one solid way to stay on target is to tie your services to the priorities of the larger institution. There is no better way to do this, perhaps, than to become part of the education and instruction mission. At the Z. Smith Reynolds Library at Wake Forest University we are in the seventh year of an extraordinarily successful for-credit, elective, information literacy class. We fill fifteen sections a semester and could fill more given the resources. We do this by finding ways to make the class useful in a multitude of ways: It fills a real scheduling need on campus; it is marketed to those who stand to benefit most from it; the content is useful and relevant and instructors are given the freedom to teach what and how they feel best fits their own style and expertise. This session will examine our model as it has developed and will provide institutions who would like to become more involved with the teaching mission of their institutions real advice on how to approach a project on their campuses. The goal will be to look at for-credit instruction as a potential way that libraries can plug in to university missions and goals and then to offer advice to those who want to start, improve or revive an instruction program at their schools.

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How to Build it so They Will Come: Designing and Implementing a Successful For-Credit Information Literacy Program How to Build it so They Will Come: Designing and Implementing a Successful For-Credit Information Literacy Program Presentation Transcript

  • How to Build it so They Will ComeDesigning and Implementing a Successful For-Credit Information Literacy Program
    Rosalind Tedford
    Assistant Director, Research and Instruction Services
    tedforrl@wfu.edu
  • The Great Debate
    Should IL classes be taught as stand alone or integrated into specific classes?
    http://www.usageorge.com/Wallpapers/Commercial/Coke-vs-Pepsi.html
  • Why You Might Want to Consider For-Credit Classes
    Shrinking budgets may make them appealing to institutions
    Integrating library with instruction mission of your university
    Faculty status issues
    Provide marketing potential
    They do actually help students
  • Obligatory WFU Info
    • Private
    • Liberal Arts
    • ~ 7700 FTE (4600 undergrad)
  • Obligatory ZSR Information
    • Library for Undergrad, Divinity, Grad School of Arts & Sciences
    • 1.7 million volumes
    • 54 staff (26 Librarians)
    • Winner 2011 ACRL Excellence in Academic Libraries award
  • Highlights of our For-Credit program
    LIB 100 – 1 credit, ½ semester stand alone course “Accessing Information in the 21st Century”
    Planned and approved 2002-2003
    Spring 2003 - 2 sections
    Fall 2011 - 17 sections
    Added upper level (LIB200) classes in 2008
    • Science (1x per year)
    • Social Science (2x per year)
    • Business and Accountancy (2x per year)
    • Humanities (1x per year)
    Currently taught by librarians across the library as well as adjuncts
    Librarians create their own content/syllabus, etc.
  • LIB100 @ WFU
  • LIB100 @ WFU
  • Don’t believe me…..
    “As soon as I began this class, I started to use the lessons I learned in class outside in all of my other classes, whether they might have been using the databases, or even checking out books from the library. My engagement in the readings in the library has significantly increased after this course.”
    “Before taking this class I had felt intimidated by assignments involving research and now I feel that I am much more prepared to complete that type of coursework.”
    “I now am completely comfortable using databases, researching journal articles, annotating books, and finding my way around the library itself.”
    “Now, I know I can approach a research topic in many different ways that I didn't in the past.”
    “I've already applied several of the techniques I learned in this class with other classes and I am certain I would've struggled with research papers a lot more without this class.”
    “This class is very useful when it comes to other coursework at Wake...I now know how to research more efficiently and at a more scholarly, academic level.”
  • Secrets of our Success
    • Content
    • Scheduling need
    • Marketing
    • Advisers (28% list them as how they heard about us)
    • Athletic advisers
    • Special Groups (transfers, etc.)
    • Word of Mouth:
    • 98% say they would recommend the class
    • 50% heard about us from friends
  • What a For-Credit Program Needs
    Administrative support (but this doesn’t have to drive the planning)
    Defined problems it will help address (institutionally, organizationally or academically)
    Initial audience willing to support it (Atheltics, particular schools or majors, advisers)
    Proper scheduling
    Proper marketing
    A class worth teaching
  • Questions??
    Rosalind Tedford
    Assistant Director, Research and Instruction Services
    tedforrl@wfu.edu