This document discusses translating research into program development and improvement through a case study of information literacy at Champlain College. It highlights how Champlain embedded information literacy into its curriculum through developmental, inquiry-based instruction and authentic assessment over multiple years. The document also examines the process of moving from research to implementation, noting the steps of inspiration, adaptation, adoption, and validation, and how programs can have wildly successful, mixed, or flop outcomes.

1. Theory into
Practice
Translating Research into
Program Development and
Improvement
Janet Cottrell & Michelle Miller
Champlain College
Burlington, Vermont USA

2. We all read, but then what?...
A case study
http://www.flickr.com/photos/elrogos/4697925308/

3. Information literacy at Champlain
 Embedded in the curriculum
 Developmental over years
 Inquiry-based instruction
 Authentic assessment
 Rubrics
 Electronic portfolio
http://www.flickr.com/photos/elrogos/4697925308/

4. But how did we get there?
http://www.flickr.com/photos/36844288@N00/4215729692/

8. http://commons.wikimedia.org/wiki/File%3AGold_star_on_deep_red.gif
http://www.flickr.com/photos/navonod/1729937274/

9. ?

10. ?
• Inspiration
• Adaptation
• Adoption
• Validation

11. ?
• Inspiration • Wildly
• Adaptation successful
• Adoption • Mixed
• Validation • Flop

12. Now it’s your turn!
http://www.flickr.com/photos/camknows/4925080620/