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Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy
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Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy

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Presented at the 2014 Library Assessment Conference in Seattle, WA, on Aug. 4th.

Presented at the 2014 Library Assessment Conference in Seattle, WA, on Aug. 4th.

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  • 1. Charting Your Course: Using Curriculum Mapping to Enhance Information Literacy Susan [Gardner] Archambault LOYOLA MARYMOUNT UNIVERSITY
  • 2. DEVELOP procedure for reviewing & deconstructing curriculum IDENTIFY “high impact” courses within each Dept. for embedding info lit 1. 2. LMU Curriculum Mapping Project
  • 3. Why Curriculum Mapping? Get to know curriculum for each major or program of study What’s the place of information literacy in the curriculum as a whole? Where is it most strategic to embed info literacy so more students benefit? Work with faculty to avoid duplication and gaps in information literacy instruction
  • 4. • Fill out a map for each Major/program of study • List required “core” courses as well as “electives” • Obtain copies of course syllabi for content analysis • Identify learning outcomes and assignments related to LMU core info lit dimensions and map to course • Meet with Chair/Department to discuss findings Methodology
  • 5. COURSE LEVEL (first year seminar, rhetorical arts, & info lit flag) Identify info need and conceptualize research strategy Critically evaluate sources Locate & access info: including discipline- specific professional info Interpret and evaluate evidence Use information ethically PROGRAM LEVEL (core curriculum) Collect, interpret, evaluate and use evidence to make arguments and produce knowledge Identify info needs, locate & access info. And critically evaluate sources UNIVERSITY LEVEL (undergraduate learning outcome) Information Literacy: Students will be able to identify info needs, locate and access relevant info, and critically evaluate a diverse array of sources LMU’s Information Literacy “Big Picture”
  • 6. In Search Of… Content Analysis LMU CORE INFO LIT DIMENSIONS Identify info need via research/hypothesis Find info beyond assigned readings Evaluate sources Use evidence by integrating outside sources Info ethics via proper citations
  • 7. Excerpt from Mapping Instructions
  • 8. Sample Curriculum Map
  • 9. Dissection of CMST 204
  • 10. Let’s Discuss: Where does your department build on foundational information literacy skills?
  • 11. Find, evaluate, & use scholarly and discipline- specific professional information Evaluate different types of info resources using RADAR framework Differentiate between scholarly and popular sources Select information that provides evidence for a topic Investigate the scope of a research database FIRST YEAR SEMINAR RHETORICAL ARTS CMST 204 Example: Reinforcing & Building On
  • 12. • 46 upper-level courses embedded info lit into learning outcomes • New opportunities for faculty-librarian collaboration • More sequential info lit across the curriculum Outcomes (So Far…)
  • 13. • ACRL-IS Management and Leadership Committee. (2010). Analyzing your instructional environment: A workbook. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/aboutacrl/ directoryofleadership/sections/is/iswebsite/projpubs/aie/aie.pdf • Boss, K. & Drabinski, E. (2013). Looking for infoLit: Using syllabi to map strategic information literacy instruction. 7th International Evidence Based Library and Information Practice Conference, July 15-18, 2013, Saskatoon, Saskatchewan, Canada. Retrieved from http://eblip7.library.usask.ca/docs/Boss_Drabinski_EBLIP7_presentat ion • Maki, P. (2010). Assessing for learning: Building a sustainable commitment across the institution. 2nd edition. Sterling, VA : Stylus Publishing. • LMU Library. (2014). Curriculum mapping at LMU. Retrieved from http://libguides.lmu.edu/mapping2 Reader’s Advisory
  • 14. • Moser, M., Heisel, A., Jacob, N., & McNeill, K. (2011). A more perfect union: Campus collaborations for curriculum mapping information literacy outcomes. ACRL 2011: A Declaration of Interdependence, March 30 – April 2, 2011, Philadelphia, PA. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/events/national/2011/papers/m ore_perfect_union.pdf • National Institute for Learning Outcomes Assessment. (2012). Curriculum mapping tool kit. Retrieved from http://www.learningoutcomeassessment.org/Mapping.htm • UNLV Libraries. (2011). UNLV Libraries instructional framework working group report. Retrieved from http://www.library.unlv.edu/about/instruction_framework Reader’s Advisory
  • 15. Thank You: William H. Hannon Library Research Incentive Travel Grant Susan Gardner Archambault susan.gardner@lmu.edu @susanarcham

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