Paper presentation at the 18th Distance Library Services Conference, San Antonio, TX, 04/11/2018.

1. BRINGING SCALE AND
STRUCTURE TO THE ONLINE
INFORMATION
LITERACY PROGRAM
Nick Faulk
Champlain College
18th Distance Library Services Conference

2. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board

3. What we are working with:
Online Division
CC-BY NC 2.0, Background picture by tinker*taylor

4. What we are working with:
Online Division
CC-BY NC 2.0, Background picture by tinker*taylor

5. What we are working with:
On-campus Programs
CC-BY NC 2.0, Background picture by tinker*taylor

6. Embedded Modules
Facilitated by Faculty
of Record
CC-BY NC 2.0, Background picture by tinker*taylor
Our Approach

7. Working with
the Dean
CC-BY NC 2.0, Background picture by tinker*taylor

8. Key challenges:
General Studies
CC-BY NC 2.0, Background picture by tinker*taylor

9. Key challenges:
Transfer
CC-BY NC 2.0, Background picture by tinker*taylor

10. Key challenges:
Faculty Relationships
CC-BY NC 2.0, Background picture by tinker*taylor

11. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
ENGL 111 Critical Reading and Expository Writing I
• Description: Develops the ability to use writing for learning, thinking, and
communicating. Includes an emphasis on critical reading of various texts
for meaning, form, and voice. In order to discover their writing voices so
they may communicate at a college level, students write several short
formal and informal papers in response to their reading. They react to and
summarize texts, develop and organize ideas, incorporate the ideas of
others, revise and edit.
• 1-2 sections offered a term.
• Pilot launched Spring 2017. Fully handed over to teaching faculty Fall
2017.

12. ENGL 111

13. ENGL 111

14. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
COMM 270 Intercultural Communication
• Description: This course builds on COM 130, but with an emphasis on
how to develop skills for communicating competently in an increasingly
diverse society. Students will explore how culture is communicated
verbally and non-verbally, and how to interpret and understand
culturally-specific communicative practices. They will also learn how to
establish, develop and manage relationships with culturally different
peoples, and how to recognize and overcome cultural stereotypes and
prejudices.
• Prerequisite: COM-100 or COMM-130.
• 4-5 sections offered a term.
• Pilot launched Fall 2017. Fully handed over to teaching faculty Spring
2018.

15. COMM 270

16. COMM 270

17. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
ENGL 112 Critical Reading and
Expository Writing II
• Description: In addition to
building on the skills learned in
the first semester, this second-
semester course develops the
ability to write essays with an
emphasis on research, critical
reading and thinking. Students
continue to learn strategies for
writing texts that are clear,
coherent, comprehensive,
creative, concise and correct for
a specific audience and purpose.
• Prerequisites: ENGL-111
• 3-4 sections offered a term.
• Pilot launched Spring 2018.

18. ENGL 112

19. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
• Prerequisite: COM-100 or COMM-
130 and 30 completed credits or 60
completed credits
• 0-1 sections offered a term.
• Pilot launched Fall 2017. Will hand
over to teaching faculty when next
taught.
COMM 360 Social Interaction in the
Digital Age
• Description: Students will learn to
navigate the rapidly changing nature
of communication in the digital age,
deeply engaging with tools such as
instant messaging, social networks,
blogs and collaborative spaces online,
all the while applying specific
communication theories in order to
determine best practices. Through
reading, discussion and intensive
hands-on projects, students will work
to overcome online communication
barriers and gain critical
understanding of which tools are
effective in which situations. Students
will be required to download, access
and utilize various online
communication tools.

20. COMM 360
CC-BY SA 2.0, Picture by the Knight
Foundation
Nick’s Digital Selfie
Eli Pariser

21. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
PHIL 340 – Ethics in the Professions
• Description: Students will become familiar with arguments originating
from the following schools of ethics: virtue ethics, deontology, and
utilitarianism. Students will apply these ethical schools of thought to
formulate arguments, practice deliberation and assess the implications of
their decisions for various stakeholders in a professional context.
• Prerequisite: Must have 75 completed credits or permission of Program
Director.
• 2-3 sections offered a term.
• Pilot launched Spring 2017. Fully handed over to teaching faculty Fall
2017.

22. PHIL 340

23. PHIL 340

24. Focus of Bibliography 15
Attribution 10
Summary of Sources 10
Evaluation of Sources 15
Relevance to Topic 8
Relationship between Sources 7
PHIL 340
Annotated Bibliography Rubric

25. PHIL 340

26. Information Literacy Sequence at a Glance
ENGL 111 – Critical Reading and
Expository Writing I
• Keyword searching and citations
• Two content pages, two discussion boards
PHIL 340 – Ethics in the Professions
• Ethical use of information
• Three content pages, one discussion
board, one assignment
COMM 270 – Intercultural
Communication
• Primary sources and placing information
sources into conversation
• Two content pages, one discussion board
COMM 360 – Social Interaction in the
Digital Age
• The cultural context of information
• Three content pages, two discussion boards
ENGL 112 – Critical Reading and
Expository Writing II
• Evaluating information sources
• One discussion board
ENGL 315 Writing in the
Workplace
• Description: Specific application of
common tools for writing in the
working world. Students will be
instructed in rhetorical strategies of
professional writing including style,
report formats, editing, document
design, and integration of visual
aids. Students will complete a
semester-long writing project; oral
and written reports associated with
the process of problem-solving
within the project will be included.
• Prerequisites: ENGL-112
• 3-4 sections offered a term.
COMM 130 Interpersonal Communication
• Description: Students will study the basic
concepts and theories of communication, and
learn to apply this knowledge to improve their
relationships with others through everyday
communication. Specifically, students will
learn how to interpret people's verbal and
nonverbal behavior more accurately, and to be
more aware of how others interpret
communicative behavior. They will learn how
to listen actively with empathy, and how to
interact effectively and appropriately with
others from different social and cultural
backgrounds. Students will also explore how
to use communication as a tool to develop
their relationships and self-concepts, and how
to manage conflict using specific
communicative strategies.
• 3 sections offered a term.

27. Students Reached vs. Staff Time
Spring 2018 (Terms A & B)
~350 students across 22 Sections
Taught 100% by instructor of record

28. Academic & Technical Quality
http://www.transplantedgoose.net/gradstudies/educ892/LORI1.5.pdf

29. What is there still to do: Assessment
CC-BY 2.0, Background picture by
the NASA Goddard Space Flight
Center

30. What is there still to do:
Assessment
CC-BY 2.0, Background picture by
the NASA Goddard Space Flight
Center

31. What is there still to do:
Assessment
CC-BY 2.0, Background picture by
the NASA Goddard Space Flight
Center

32. What is there still to do:
Major-specific information
literacy lessons
CC-BY 2.0, Background picture by
the NASA Goddard Space Flight
Center

33. What’s next: Masters degree programs

34. What’s next: Adaptations to
on-campus programs

35. Coming Summer 2018…
Motivating Students on a Time Budget:
Pedagogical Frames and Lesson Plans for
In-Person and Online Information
Literacy Instruction
Edited by Sarah Steiner & Miriam Rigby
ACRL Press
Summer 2018

36. Nick Faulk
Champlain College
nfaulk@champlain.edu