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The Great Race: Embedding Information Literacy into a New Core Curriculum

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Presentation at 2013 WASC Academic Resource Conference, CARL Special Interest Group on Information Literacy.

Presentation at 2013 WASC Academic Resource Conference, CARL Special Interest Group on Information Literacy.

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  • 13 courses/12 sci engFlagged Any course, not just a Core course, at the 200 level or higher may meet a flag requirement. Graduation 120 hours/3= 40 courses (13 core, 15 upper division courses )
  • Outcomes = what will students know, do and value25 outcomes, assessment cycle
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    • 1. The Great Race:Embedding Information Literacy into a New Core Curriculum Susan [Gardner] Archambault Head of Reference & Instruction Loyola Marymount University
    • 2. Info Lit Flaghttp://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
    • 3. LMU 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 Core Curriculum Program: Info. Literacy Learning OutcomesCollect, interpret, evaluate and use evidence to make arguments Identify info. needs, locate and access info. and critically and produce knowledge evaluate sources FYS, Rhetorical Arts, and Flagged Course I.L. Learning Outcomes Locate & accessIdentify info. need and Critically evaluate info., including Interpret and evaluate Use information conceptualize sources discipline-specific evidence ethically research strategy professional info.
    • 4. First Year Seminar (FYS)• Freshman requirement – Fall Semester• Incorporate LMU librarians in order to develop information literacy and basic research skills• Assign at least 10 % of the course grade on the basis of assessed information literacy, which must include completion of standardized tutorials prepared by LMU librarians• Information Literacy Outcomes: – Be able to evaluate sources for quality (e.g., by learning to differentiate between scholarly and popular sources) – Acquire research skills including use of the library catalog and electronic databases to retrieve books or articles, whether in print or online http://www.lmu.edu/Assets/First+Year+Seminar.pdf
    • 5. Why Online Tutorials Effective method: peer  A way to give all freshmen a institutions successfully standardized introduction to teach IL skills to freshmen foundational research via tutorials (example: skills/knowledge they will Georgetown’s “Scholarly build on in your course and Research & Academic later Integrity” required tutorial)  Require no extra class time Plug n play: tutorials are or grading time-assign them general enough to apply to as homework and you will all courses across the receive the grades through disciplines Blackboard
    • 6. Information Literacy Skills Curriculum Map: First Year StudentsThrough the LMU Core, first-year students will be able to…• First Year Seminar (beginning IL skills every freshman needs; skills covered in the library FYS tutorials are in white)• Rhetorical Arts (more intermediate skills for R.A. that build on the skills learned in FYS; skills library visit will help cover are in blue)
    • 7. Identify info. need; Conceptualize research strategy Confers with Identifies key Explores general instructors; concepts and terms information participates in class that describe the sources toBeginning discussions etc. to information need increase identify a research familiarity with the topic or information topic need Defines or modifies Develops a thesis the information statement and need to achieve a formulatesMiddle manageable focus questions based on the information need Reviews the initial Recognizes that information need to existing information clarify, revise, or can be combined refine the question with originalAdvanced thought, experimentation, and/or analysis to produce new information
    • 8. Critically evaluate variety of sources Information Identifies the Differentiates Organization: purpose and between primary difference in audience of potential and secondary disciplines; how resources in a variety sourcesBeginning info. is produced and of formats accessed Differentiates Examines and between the types of compares sources cited and information fromMiddle understands citation various sources in elements order to evaluate Determines whether the information contradicts or verifies other informationAdvanced
    • 9. Locate and access information (i.e. books and articles) Identifies keywords for Investigates the scope, Uses classification the information need; content, and scheme to locate info.Beginning constructs appropriate organization of in Library search strategy information retrieval systems; off-campus access Selects controlled Reviews search Determines whether vocabulary specific to strategy and alternative retrieval the discipline or incorporates additional systems needed;Middle information retrieval concepts as effectively accesses source necessary; revises information for specific search strategy investigative method or info. retrieval system
    • 10. Interpret and evaluate evidence Selects Draws Creates a Maintains a information that conclusions system for journal or log provides based upon organizing the on info.Beginning evidence info.; information seeking investigates differing POVs Recognize Determines Organizes the Questions prejudice, whether to content sources ; deception, or incorporate analyzes manipulation POVs; structure andMiddle integrates new logic info Integrates info., including quotations andAdvanced paraphrasings
    • 11. Cite evidence & ethical standards Demonstrates an Identifies Communicates Records all understanding of verbatim material clearly and with a pertinent what constitutes that can be then style that supports citation plagiarism and appropriately the purposes of the information forBeginning does not represent quoted intended audience future work attributable to reference others as his/her own Uses various Restates textual Selects an Differentiates technologies to concepts in appropriate between types manage the his/her own documentation of sources information words and style and uses it cited and Middle selected and selects data consistently to cite understands organized accurately sources the elements & correct syntax of a citation
    • 12. Outline of FYS Tutorial Content•Purpose •Formats•Limitations •Primary v. Secondary•Choosing topic •Scholarly v. Popular•Key concepts •Peer Review•Background info. •How info. is made •Across the disciplines Module 1: Module 2: Starting Types of your Information Research Module 4: Module 3: Using Locating Information Information•Critical evaluation•Plagiarism •Find Books•Citing sources •Find Articles •Search strategies •LOC classification
    • 13. Navigatingthe LibraryWebsite hotspot
    • 14. Drag-and-DropExercise
    • 15. Interactivedefinitions ofPrimary,Secondary,and Tertiarysources.
    • 16. Timeline ofinformationproduction.
    • 17. Timeline ofinformationproductionknowledgeapplication.
    • 18. Multiplechoicesingleanswer
    • 19. Sample Corresponding Discussion Points for FYS Instructors… Module 1:Possible Class Discussion Points/Activities Walk through the process of topic formulation, including finding background info to help generate a focus Diagram a research question and pick out keywords Compare Wikipedia to some published reference/background sources on the same topic; improve the Wikipedia article Create a reading list on a topic by using background info and doing citation chasing
    • 20. Module 2:Possible Class Discussion Points/ActivitiesPrimary vs. secondary in your discipline. Why is contextimportant? Examine a primary source. Compare primary vs.secondary account of same event (such as slave owner vs. slave)Compare the same topic across different sources(scholarly/popular press; liberal/conservative)Trace the progression of event/discovery/idea/ theory acrosssourcesDifferences in role of publication and scholarly communicationacross disciplines; evaluation criteria; purpose of research (i.e.methodology)What’s the current state of research in your field? Scan a journalfor trends and how the info. is structured; also could trace overtime
    • 21. Module 3:Possible Class Discussion Points/ActivitiesGroup lit reviews covering different time periods/same topic- cometogether for a “research roundtable”Research log (document how your topic evolves as you find moreinfo. and change search strategies)Citation chasing: determine the impact of article/book in a fieldFact checking or find facts to support an editorialLocate and evaluate reviews of course textsResearch a concept, problem, event, or person studied in class
    • 22. Module 4:Possible Class Discussion Points/ActivitiesExamine sources and evaluate according to set criteriaTalk about the preferred documentation style in your discipline;have students submit citations in that styleAnnotated bibliographyDissect and review the citations on course syllabiPlagiarism and why it matters
    • 23. FYS Assessment PlanPlan A (Recommended)• Assign each of the 4 modules and cumulative test as separate homework assignments• Estimated time = 1 hour per module• Receive pass/fail or numeric scores through Blackboard or emailed to you from a librarian; count as 10% of course gradePlan B• Assign each of the 4 modules and cumulative test as separate homework assignments• Receive scores through Blackboard or from a librarian; count as 5+% of course grade and remaining 5+% through Info. Lit. assignment designed & graded by FYS instructor
    • 24. Rhetorical Arts (RA)• Freshman requirement – Spring Semester• Continue to develop the critical thinking, information literacy, and research skills begun in the First Year Seminar• Assign at least 10 % of the final course grade on the basis of information literacy, with a librarian-led workshop and one or more course-integrated assignments• Information Literacy Outcomes: - Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication - Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines http://www.lmu.edu/Assets/Rhetorical+Arts.pdf
    • 25. R.A. Assignments Related to Info. Lit.• Will include annotated bibliography, final paper, and oral presentations• Will include “learning portfolio” emphasizing role of revisions in writing process• Library will probably license NoodleTools, an integrated online suite of tools for building good research & writing habits, for use in Rhetorical Arts
    • 26. Assessment of Rhetorical Arts• Library • Final resource list tutorials/homework = (annotated 5% of course grade bibliography) = 10% of course grade• Draft resource list = 5% of course grade • Research quality/use = part of final research• Learning Portfolio will paper grade include outlines and research notes
    • 27. Information Literacy Flags • Faculty encouraged to consult• All students must take one Info with a librarian when designing Lit Flagged course before Info Lit assignments graduating • Librarians can create a custom• Any course at the 200 level or LibGuide or research Guide for higher may meet a flagged the course requirement • Rolling review process• No course may carry more • Suggested info. lit. learning than two flags outcomes related to:• At least 10% of the total course -selecting evidence grade must assess information -finding &using professional literacy info. -source types -evaluating info.
    • 28. Proposal Requirements• All full time faculty members • Once a course is approved by may propose a course for the the Chair, Dean and Course new Core Approval Committees, that• Chairs and Deans determine course can be taught by any the feasibility of a course to be qualified faculty member who offered is assigned by the Dean and/or Chair in the usual manner for• Course proposals require the such assignments signature of the faculty members Chair and Dean, prior to submission to the UCCC
    • 29. Info. Lit. Flagged Proposal Form (pt.1)http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf
    • 30. Info. Lit. Flagged Proposal Form (pt.2)http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf
    • 31. Assessment of Flagged Courses: Adapting the VALUE Rubric
    • 32. Information Literacy Assignment Database
    • 33. Sample Assignment for Art
    • 34. Library Curriculum Mapping Project by Department/Major• Are there learning • Which courses have outcomes related to info. existing info. literacy literacy at Dept. and components or the accreditation levels? potential to be “flagged”?• What are the required • For those courses, which “core” or “high impact” info. Lit. learning courses for each outcomes would best major/Dept.? apply? How can they be assessed?
    • 35. Curriculum Map Template (page 1)
    • 36. Curriculum Map Template (page 2)
    • 37. Curriculum Map Template (page 3)
    • 38. Curriculum Map Template (page 4)
    • 39. Curriculum Map Template (page 5)
    • 40. Curriculum Map Template (page 6)
    • 41. Additional Information• PPT Slides: http://bit.ly/wascinfolit• Contact Information: Susan [Gardner] Archambault Email: susan.gardner@lmu.edu