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![Contact Information Marisa Walstrum, Instructor [email_address] http://works.bepress.com/marisa_walstrum/ Larissa Garcia, Assistant Professor [email_address] http://works.bepress.com/larissa_garcia/ Rob Morrison, Assistant Professor [email_address] http://works.bepress.com/rob_morrison/](https://image.slidesharecdn.com/nluacrlfinal-110408092339-phpapp02/85/From-Embedded-to-Integrated-New-Teaching-Models-for-Academic-Librarians-12-320.jpg)
Uploaded byMarisa Walstrum
From Embedded to Integrated: New Teaching Models for Academic Librarians
The document discusses the development of a new credit course at National Louis University called LIBR 200: Digital Information Literacy. The librarians received approval to offer the course as a way to teach digital literacy skills in a more integrated manner. The course is offered in both online and blended formats depending on the academic program. While the new course model provides more engagement for students, it also increases the workload for librarians with responsibilities like customizing content and scheduling makeup classes. Moving forward, the librarians aim to create additional credit courses and work more closely with programs on university-wide assessment and strategic planning regarding digital literacy.
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From Embedded to Integrated: New Teaching Models for Academic Librarians
- 1. From Embedded toIntegrated: Digital Information Literacy and New Teaching Models for Academic Librarians Presented by: Marisa Walstrum, Instructor Larissa Garcia, Assistant Professor Rob Morrison, Assistant Professor
- 2. Overview A bitabout NLU Library instruction at NLU The Approval Process LIBR 200: Digital Information Literacy Integrative Model Significance Considerations Moving Forward Conclusion
- 3. National Louis University5 Chicago-area campuses + Wisconsin, Florida, & Poland Non-traditional, working adults from urban, suburban and underserved populations 11,000 headcount 3 colleges: Business, Education, Arts and Social Sciences Accelerated Programs
- 4. Library Instruction atNLU Traditional, F2F, one-shots On and off-campus Embedded, online 1 week sessions through LMS Inconsistent instruction Time constraints Point & click
- 5. The Credit CourseApproval Process In 2008, NLU recognized digital literacy as a desired learning outcome Library well-positioned & well-suited to offer credit course Known for innovation in digital services & technologies Librarians have faculty status & participate in University governance Emphasis on digital information literacy Approved by Senate Curriculum Committee in Winter 2008
- 6. LIBR 200: DigitalInformation Literacy UG, Gen Ed, 2 QH credits Standard format: 4 weeks, online Contextualize technical skills within larger concepts Impact of technology on information Social media as information tools Evaluating sources and reliability issues Annotated bibliography final assignment
- 7. Digital initiative inthe University Approval of Library credit course Library advocate in the administration Program redesigns Confluence of Events
- 8. Integrative Model SignificanceRelevant content to ensure student engagement Customized for different programs Integrated BS in Management Accelerated, 3 week course, online Daytime, UG program (traditional-aged students) F2F, 10 week course (blended) Digital Information Literacy valued as 21 st Century Skills
- 9. Considerations Increased teachingand work load for library faculty Fewer resources Customizing and preparation Scheduling Make-up classes Program meetings Day-time teaching Enrollment unpredictability
- 10. Moving Forward Newcourses LIBR 300 Library Research for the Social Sciences LIBR 202 Critical & Ethical Use of Digital Information University-wide Strategic Planning Uniform/integrated student assessment
- 11. Conclusion New rolesfor library teaching faculty More in-depth consideration of larger digital information literacy issues Guaranteed participation in University assessment efforts Library orientations/research sessions continue Preparation for academic success & the workforce Access: providing digital experience & instruction for underserved populations
- 12. Contact Information MarisaWalstrum, Instructor [email_address] http://works.bepress.com/marisa_walstrum/ Larissa Garcia, Assistant Professor [email_address] http://works.bepress.com/larissa_garcia/ Rob Morrison, Assistant Professor [email_address] http://works.bepress.com/rob_morrison/
Editor's Notes
- #2 Marisa Introductions - Moderator?
- #3 Marisa Today we will give you the salient points of our paper addressing the context of our institution; background about our library instruction program; how our librarians were uniquely positioned to offer the credit course; Topics from our course that contextualize student learning by integrating into the program curricula; Our challenges & next steps that we are taking.
- #4 Marisa: I'd like to provide a bit of context for our institution and our unique instructional offerings at the university - National Louis is a distributed university with locations in Illinois, Wisconsin, Florida, and a partnership with a university in Poland (WSB); librarians staff libraries at 4 of the Illinois campuses in the Chicago area. Our student population is made up of adult learners taking programs that are structured through a cohort model. Our population is diverse, urban, suburban, and our undergraduates in particular are from underserved populations Our full time enrollment is around 11,000 students We offer programs in Education, Business, Psychology, Human Services to name a few. Each of our 3 colleges has traditionally provided all courses in a program, including gen. ed electives, with some undergraduates transferring in with credit. Our most significant challenge is the nature of our accelerated programs, which are a big selling point for the university, but pose difficulties scheduling multiple library sessions, or embedded instruction at the course or program level; This challenge led us to explore integrating ourselves into the curriculum in a new way.
- #5 Marisa Librarians at National Louis are distributed among our Illinois campuses National Louis' library instruction program is typical in that we deliver instruction in a variety of formats. Traditional face to face one-shot sessions are generally a "point & click" overview of library resources. While these sessions have served to introduce library services to students and build relationships and visibility with faculty, they aren't ideal because of the "drop in" nature without opportunities to follow up and assess information literacy skills. Our distance learning program is strong because of our history of working off campus and at multiple locations, and our online sessions became a natural extension of this, using our LMS platform to engage with students in a library lesson for up to one week. Inconsistencies with the depth of information literacy instruction based on the time librarians can spend with students in a one-shot versus embedded sessions led us to look for a new model to develop student's skills that move beyond point & click or simple library orientations.
- #6 Larissa Our institution recognized the need to embed digital literacy into the curriculum, to better prepare students for the changing employment landscape that has become more technology-driven. library was well-positioned to offer a credit course that would address this need because of our positive reputation for offering online resources and being Web savvy -faculty status & participate in University governance Library emphasized digital information literacy to incorporate information literacy concepts but also moves beyond the library to critically consider information technology, social media and its role in society, as well as other emerging technologies This focus on digital was an important factor in the approval of the course Course approved in Winter 2008
- #7 Larissa LIBR 200 goes beyond teaching point & click skills by contextualizing needed research skills through larger concepts of digital information literacy that will be relevant to their personal and professional lives Impact of technology on information = critically examining digital tools/resources we use everyday (Google & online news sources) Social media & library resources as information tools = searching in library databases, Google Books / Flickr Commons / YouTube EDU / Twitter Evaluating sources = Wikipedia vs. library databases Annotated Bibliography: building on skills learned each week
- #8 Larissa These events all led to… Spring 2008: Did not work as a stand-alone general education elective. Initial sections cancelled due to low enrollment Fall 2009 - Fortunately a Perfect Storm to become an integrated in the curriculum In addition, to the digital initiative in the institution and the approval of LIBR 200... Dean of the Library served as deputy provost and then interim provost Program restructurings = to include pre-determined GE courses in order to offer a complete degree program Led to an integrative Model
- #9 Rob Digital Information Literacy & 21 st Century Skills: The value of digital info lit is now being recognized across the University as recent/current program restructuring in the colleges has led to the integration of LIBR 200 in selected UG programs as a required course that supports 21st century skills learning outcomes. Integrated programs: Colleges are now creating "integrated" programs for undergraduates that utilize the same gen. ed courses. This was not the case previously because our UG population came into programs with different levels of credits. Customize for programs: Library courses designed for specific programs with relevant content (online accelerated vs. F2F)
- #10 Customizing and updating courses for different formats and schedules is time-consuming Schedules Workloads
- #11 IL and technology skills not assessed University-wide assessment will be an outcome of strategic planning
- #12 Librarians becoming more like teaching faculty Explore issues in-depth Prepare under served students for academic success