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Training the Trainers: Faculty Development Meets Information Literacy
 

Training the Trainers: Faculty Development Meets Information Literacy

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Workshop #11 at ECIL (European Conference on Information Literacy); 10/24/13

Workshop #11 at ECIL (European Conference on Information Literacy); 10/24/13

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  • Faculty socials, lunches FYS 4-5Librarians Retreat Summer 2013FYS workshops Fall 2013 5FLR lunches Fall 2013 2Curriculum Mapping 2013-2014

Training the Trainers: Faculty Development Meets Information Literacy Training the Trainers: Faculty Development Meets Information Literacy Presentation Transcript

  • Workshop #11 Room 1 TRAINING THE TRAINERS FACULTY DEVELOPMENT MEETS INFORMATION LITERACY • Susan [Gardner] Archambault • Elisa Slater Acosta
  • WHOSE JOB IS IT TO TEACH STUDENTS INFORMATION LITERACY?
  •  Librarians are experts in information retrieval, new technologies, and electronic information resources  Faculty provide disciplinary context for the information literacy instruction, motivate students to learn (including grades), and assess lasting impact of information literacy instruction outside of the library LIBRARIANS AND FACULTY WORK TOGETHER
  • WHAT ARE THE BARRIERS?
  •  Faculty might not know what information literacy means or why it’s important  Faculty might think students already have information literacy skills  Faculty might not make time to integrate information literacy into their courses  Faculty might perceive librarians as “support staff” rather than a teaching partner BARRIERS: IMPLEMENTING INFORMATION LITERACY
  • Brown bag lunch discussions Faculty focus groups Librarian-faculty grants Faculty governance Faculty workshops Program review/accreditation Train the Trainer WAYS TO COLLABORATE
  •  “Teach the teacher” approach in which librarians train faculty to teach information literacy in their courses  Faculty, rather than students, become the target of information literacy  Faculty are educated through classroom activities, ideas, materials, and techniques WHAT IS TRAIN THE TRAINER?
  • Time constraints Inadequate staffing of librarians, sustainability Course integrated Avoid scattershot approach; make systematic WHY TRAIN THE TRAINER?
  • THE LMU EXPERIENCE
  • Private Jesuit and Marymount university in Los Angeles, CA 5,962 Undergraduate 2,129 Graduate Library open 24/5 LOYOLA MARYMOUNT UNIVERSITY
  • • 295 library instruction sessions • 5812 students/staff/faculty attended library instruction • 7918 students enrolled at LMU ONE-SHOT INSTRUCTION 2011-2012
  •  Undergraduate Student Learning Outcomes 2010  Assessment of Information Literacy 2012-2014  New Strategic Plan 2012  New Core Curriculum 2013  Accreditation 2014 CAMPUS INITIATIVES
  • Information Literacy Flag http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm Years 1-2 Years 2-3 Years 3-4 NEW CORE CURRICULUM
  •  Center for Teaching Excellence Core Course Development Grants & Workshops Lunch Workshops  Faculty Core Committees and Program Review  Curriculum Mapping 2013-2014 FACULTY OUTREACH
  • MORE OUTREACH  Faculty socials, lunches – FYS (First Year Seminar)  FYS Workshops  Faculty Library Representative lunches  Librarians’ Retreat
  • ✔ Teacher Materials Handouts, technology, dry erase markers, etc. ✔ Learning Outcomes 1. 2. 3. ✔ Curriculum What knowledge and skills do they need in order to achieve the learning outcomes? ✔ Pedagogy What activities will you use? ✔ Evidence How will I know they have learned? ✔ Outline Learning Outcome #1 Curriculum Activities Comprehension Check PLANNING THE WORKSHOP
  • 1. Understand the definition, basic concepts, and importance of information literacy in order to incorporate information literacy into your assignments 2. Understand information literacy in the context of the new core curriculum at LMU in order to embed information literacy into your new core courses 3. Experience an information literacy assignment from the student perspective in order to improve and adapt the assignment for your own course 4. Develop an increased awareness of LMU library resources in order to use them in future months SAMPLE LEARNING OUTCOMES
  • WHAT IS INFORMATION LITERACY AND WHY DO STUDENTS NEED IT?
  • ACTIVITY IDEAS: INFORMATION LITERACY OVERVIEW Present key research findings on information literacy (PIL, Citation Project, ERIAL) Reflective discussion questions on scholarly discourse in their disciplines; their expectations for students; describe an assignment that addresses one standard Mix up information literacy learning outcomes with other learning outcomes and make them guess which ones are the info lit outcomes Present a list of technologies or tools and have them match with the corresponding information literacy standards Use polling software to see which information literacy standards they teachthe most frequently in their assignments; which standard they find the most difficult to teach; present examples of student assignments and have them vote on the learning outcome it covers
  • INFORMATION LITERACY DEFINITIONS “Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL) “Information literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educational goals” (UNESCO) Image courtesy of Beloit College Library http://www.beloit.edu/library/infolit/
  • ACRL INFORMATION LITERACY STANDARDS
  • Project Information Literacy Citation Project ERIAL Project USE RESEARCH http://site.citationproject.net/
  • http://projectinfolit.org/  Workshop Powerpoint  LibGuide  Library blog  Flyers WE USED THEPIL FINDINGS FOR OUR:
  • “If we can't find the information we need for the topic we are truly interested in, we'll just switch to a new topic of less interest but requiring less work…” “The blame for our lack of research skills does not lie solely in our lack of zeal…. this problem stems from the lack of training in good research habits” – Kim Tran, Opinion Editor, Loyolan “Feeling Lucky Doesn’t Always Work Out So Well” in 10/6/11 issue
  • FACULTY FLYER FOR THE FIRST YEAR SEMINAR WORKSHOP
  • Click here for full text ACTIVITY Faculty self- reflection exercise
  • Activitydeveloped by Patricia Iannuzzi Click here for full text ACTIVITY What does an information literacy learning outcome look like?
  • ACTIVITY Contextualizing information literacy with everyday technologies
  • POLLS
  • POLLS
  • HOW DO YOU DESIGN A GOOD INFORMATION LITERACY ASSIGNMENT?
  • “Best practice” rubrics or checklists for evaluating assignments “Assignment Pitfalls” Assignment Database Carry out assignment “from student perspective” and then modify Explore a library database and think about how your students could use it in an assignment Use a tutorial evaluation checklist to explore and evaluate an information literacy tutorial. Think about if/how you might want to modify it and adapt for your course ACTIVITY IDEAS: INFORMATION LITERACY ASSIGNMENT DESIGN
  • RUBRIC OR CHECKLIST Click here for full text Adapted from the Libraries of the Maricopa Community College District (http://libguides.maricopa.edu/research_assignment_handouts_workshop)
  • Click here for full text ANTICIPATE PROBLEMS
  • INFORMATION LITERACY ASSIGNMENT DATABASE
  • LIST OF ADVANCED ASSIGNMENTS
  • Click here for full text THE EARNED SCHOLARLY AVERAGE
  • EXPLORE A LIBRARY DATABASE
  • INFORMATION LITERACY TUTORIAL EVALUATION CHECKLIST
  • CURRICULUM MAPPING
  • A procedure for reviewing the curriculum Program specification that represents “a deliberate process of curriculum deconstruction in order to understand better how the sum of the parts relates to the whole”(Jackson, 2000) WHAT IS 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 information literacy so more students benefit? Work with faculty to avoid duplication and gaps in information literacy instruction WHY DO CURRICULUM MAPPING?
  • List the required “core” courses within a Major/ program of study as well as electives Copy course descriptions Obtain copies of course syllabi Pick out existing or potential learning outcomes related to information literacy Map out how the information literacy is being assessed HOW DO I DO IT?
  • EXAMPLE
  • EXAMPLE
  • HOW DO I INCORPORATE A SPECIFIC INFORMATION LITERACY LEARNING OUTCOME?
  • Worksheets to guide in development of assignment creation for a specific learning outcome Guest faculty speakers talking about “best evidence” of student work for a specific learning outcome Discussion between faculty and librarians about what “good practice” looks like for a specific learning outcome- then designing an assignment and rubric together Overview of key library resources that can be used in assignments ACTIVITIES FOR INCORPORATING A SPECIFIC INFO LIT OUTCOME
  • Click here for full text CREATE YOUR OWN ASSIGNMENT!
  • FACULTY SPEAKERS Dr. Almstedt Department of Health and Human Sciences Dr. Noreen Department of Art History Why faculty guest speakers?  Faculty like to share and learn from each other  Share IL assignments - good/bad  Highlight successful Faculty-Librarian collaborations Who should you ask?  Library “super users”  Frequent requestors of library instruction  Both our guest speakers had students who won the Library Research Award
  • ASSESSMENT OF INFORMATION LITERACY: ADAPTING THE VALUE RUBRIC Click here for full text
  • ASSESSMENT OF INFORMATION LITERACY: RESEARCH DIARY RUBRIC
  •  Designing & Revising IL Assignments  Instruction - teaching search strategy, how to evaluate sources  Custom Research Guides/Online Tutorials  Assessment - rubrics & testing  Get Help - research consultation appointments, chat or text-a-librarian, in-person or phone help LIBRARIANS CAN HELP… Image created by Jamie Hazlitt, Outreach Librarian
  •  Information Literacy Standards ACTIVITY 1
  •  In the Student’s Shoes: Evaluate Sources Activity ACTIVITY 2
  •  Evaluate Sample Assignments Show PIL video “Handout Study” ACTIVITY 3
  • QUESTIONS?
  •  Information Literacy Workshop for Faculty http://libguides.lmu.edu/infolitworkshop  First Year Seminar LibGuide for Faculty http://libguides.lmu.edu/FYS  Information Literacy Flagged LibGuide http://libguides.lmu.edu/flag  Librarian Retreat on Information Literacy http://libguides.lmu.edu/librariansretreat ADDITIONAL RESOURCES
  • Contact Information: Susan [Gardner] Archambault Email: susan.gardner@lmu.edu Elisa Slater Acosta Email: eslater@lmu.edu PPT Slides: http://bit.ly/eciltrainers CONTACT US
  • Thank You William H. Hannon Library Research Incentive Travel Grant ACKNOWLEDGEMENTS