This document discusses integrating information literacy into core university curricula through sustainable models. It describes Loyola Marymount University's approach, including developing an information literacy tutorial for first-year seminars, assessing student learning outcomes, collaborating with faculty on curriculum mapping and training, and partnering across campus. The presentation provides strategies for planning, articulating learning goals, outreach, and evaluating information literacy programs.
This document outlines the key foundational elements needed to build an effective information literacy program: resources, collaboration, needs assessment, training, assessment, and class-level planning and instruction. It emphasizes establishing buy-in and support from library administration, academic departments, and faculty. Training librarians is important so they are knowledgeable about information literacy standards and effective instructional approaches. Ongoing assessment of the program and individual instructional sessions is critical to ensure needs are being met and areas for improvement identified. Careful planning at both the program and individual class levels helps create coherent, measurable goals and outcomes.
This document discusses library outreach programs and their management and assessment. It defines outreach as activities that engage communities outside of the library, such as other campus groups, local schools, and community organizations. The document outlines best practices for outreach including having a dedicated outreach position, developing partnerships, and conducting needs assessments and evaluations to improve programming. It provides examples of outreach activities at California State University Northridge including an Advanced Placement program for local high school students.
Leon Braswell has over 30 years of experience in higher education admissions, having held director roles at Northwestern University in Qatar, Columbia University, Tufts University, and Bowdoin College. He has a background in developing strategic enrollment and marketing plans, managing budgets, and establishing relationships to increase applications and enrollment. Braswell also has experience in consulting, teaching, and presenting on topics related to international admissions, recruitment, and technology.
Creating & Implementing an IL Curriculum Map integrates information literacy (IL) into academic curricula. The document discusses how curriculum mapping visually represents the connections between IL learning outcomes, opportunities, and assessments. It also notes employers desire graduates with research skills beyond search engines. The author provides strategies for gaining faculty buy-in, implementing an IL map, and assessing student learning through the map. An IL curriculum map standardizes IL instruction, reduces repetition, and ensures all students receive instruction to meet standards.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
This document provides an orientation for students in the 2013 ARC-MTMS cohort at Seattle Pacific University. It outlines the agenda for the orientation, which includes getting to know each other, learning about the university and teacher education program, certification requirements, academic policies, and campus resources. The alternative routes certification program is developmental in nature and blends theoretical and practical studies. It consists of summer courses, a 10-month internship, and additional graduate classes over 3 quarters to earn a Master's degree and teaching certification.
This document provides details on an individual's academic and professional background in educational innovation. It includes their educational degrees and experience in areas such as instructional design, online learning research, university teaching, and publishing. It also lists advisory roles for doctoral dissertations and examples of innovative training programs conceptualized and directed in both military and civilian settings. The individual has over 40 years of experience leading educational innovations across various contexts.
This document outlines the key foundational elements needed to build an effective information literacy program: resources, collaboration, needs assessment, training, assessment, and class-level planning and instruction. It emphasizes establishing buy-in and support from library administration, academic departments, and faculty. Training librarians is important so they are knowledgeable about information literacy standards and effective instructional approaches. Ongoing assessment of the program and individual instructional sessions is critical to ensure needs are being met and areas for improvement identified. Careful planning at both the program and individual class levels helps create coherent, measurable goals and outcomes.
This document discusses library outreach programs and their management and assessment. It defines outreach as activities that engage communities outside of the library, such as other campus groups, local schools, and community organizations. The document outlines best practices for outreach including having a dedicated outreach position, developing partnerships, and conducting needs assessments and evaluations to improve programming. It provides examples of outreach activities at California State University Northridge including an Advanced Placement program for local high school students.
Leon Braswell has over 30 years of experience in higher education admissions, having held director roles at Northwestern University in Qatar, Columbia University, Tufts University, and Bowdoin College. He has a background in developing strategic enrollment and marketing plans, managing budgets, and establishing relationships to increase applications and enrollment. Braswell also has experience in consulting, teaching, and presenting on topics related to international admissions, recruitment, and technology.
Creating & Implementing an IL Curriculum Map integrates information literacy (IL) into academic curricula. The document discusses how curriculum mapping visually represents the connections between IL learning outcomes, opportunities, and assessments. It also notes employers desire graduates with research skills beyond search engines. The author provides strategies for gaining faculty buy-in, implementing an IL map, and assessing student learning through the map. An IL curriculum map standardizes IL instruction, reduces repetition, and ensures all students receive instruction to meet standards.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
This document provides an orientation for students in the 2013 ARC-MTMS cohort at Seattle Pacific University. It outlines the agenda for the orientation, which includes getting to know each other, learning about the university and teacher education program, certification requirements, academic policies, and campus resources. The alternative routes certification program is developmental in nature and blends theoretical and practical studies. It consists of summer courses, a 10-month internship, and additional graduate classes over 3 quarters to earn a Master's degree and teaching certification.
This document provides details on an individual's academic and professional background in educational innovation. It includes their educational degrees and experience in areas such as instructional design, online learning research, university teaching, and publishing. It also lists advisory roles for doctoral dissertations and examples of innovative training programs conceptualized and directed in both military and civilian settings. The individual has over 40 years of experience leading educational innovations across various contexts.
This document introduces the Illinois Research Connections Portal, a new database created to promote collaboration and showcase research at the University of Illinois. The portal allows users to search over 1,800 faculty profiles populated with publication information from Scopus. It aims to connect researchers with potential collaborators both on and off campus. Challenges include gaps in subject coverage and including all researchers. Over time, the portal will expand coverage, improve author disambiguation, and integrate with other campus systems.
The MA program in Library and Information Science at the University of Arizona requires the completion of 12 courses (36 credits) as well as an electronic portfolio. The program includes 4 required core classes, 4 distributed electives from various categories, 2 free electives, and 2 additional curricular options such as non-SIRLS courses, internships, or a thesis. Students must maintain an electronic portfolio throughout the program and submit reflections at various stages for graduation requirements.
Content based-approach by MICHELLE PROAÑOMICHELLEPROA
This document discusses the content-based approach to language learning. It focuses on using authentic texts and materials from other subjects to teach language in a more holistic way. The content-based approach aims to make students independent learners by exposing them to real-world content. It benefits students by improving their language skills through extensive exposure and helping them develop collaborative abilities. However, it can be difficult for lower-level learners to understand information and not explicitly teach language skills. The document outlines characteristics of content-based learning like the use of tasks, visuals, and culminating projects, as well as the roles of teachers in preparing and engaging students and selecting appropriate materials to facilitate comprehension.
Presented By: Carol Bender, Director, UBRP & BRAVO! Programs, University of Arizona and Donna Brown, Director, Undergraduate Research, University of New Hampshire
The document is a curriculum vitae for Anthony Vincent Panfalone. It summarizes his educational background, including a PhD in Social Anthropology from the University of Oxford, an MA from San Diego State University, and BAs from SUNY Buffalo and Erie Community College. It also outlines his experience as a tutor, teaching assistant, and researcher, including conducting fieldwork in Mexico and the United States on the cult of La Santa Muerte. He has received several awards for his research and presentations. References are provided.
This document discusses teacher training programs and resources for professional development. It outlines various types of on-campus workshops and study abroad programs that provide training to educators. Potential funding sources are identified for both on-campus and international opportunities. The benefits of these programs are expanding content knowledge, exposure to new trends and scholars, and resources for classroom integration. Administrators and educators are encouraged to identify needs and share acquired resources with colleagues.
This document summarizes graduate engineering programs at the University of Southern California (USC). It provides an overview of USC and the Viterbi School of Engineering, including academic departments, research centers, and rankings. It describes master's and doctoral degree programs, admissions requirements, tuition costs, funding opportunities, career services, and events for prospective students. Key information includes over 60 master's programs and 13 PhD programs offered, average tuition of $51,470 for a master's degree, and scholarships and fellowships available to help fund graduate studies.
Information Literacy in the New Core CurriculumElisa Acosta
This document discusses Loyola Marymount University's efforts to assess and improve student information literacy as part of its accreditation process. It outlines how LMU has defined information literacy learning outcomes and integrated information literacy instruction and assessment into its new core curriculum. This includes requiring first-year seminars to include tutorials developed by librarians, adding an information literacy component to rhetoric courses, and designating upper-level courses as information literacy flags. The university assesses student learning through standardized tests, course assignments, and rubrics to evaluate skills and plans improvements to further integrate information literacy across the curriculum.
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacysusangar
This document discusses curriculum mapping to enhance information literacy at Loyola Marymount University. It describes a project to 1) develop a procedure for reviewing and deconstructing the university curriculum and 2) identify "high impact" courses in each department where information literacy can be embedded. The methodology involves mapping required courses and electives to identify learning outcomes related to information literacy, obtain syllabi for content analysis, and meet with departments to discuss findings. The goals are to better understand how information literacy fits within each major, identify strategic places to embed it, and avoid duplication or gaps in instruction.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
Planes, Trains, and Automobiles? Engaging Medical Students with Interactive, ...AmyStuder28
This document summarizes a presentation given by Nicole Capdarest-Arest and Amy Studer about integrating interactive, skills-based instruction into evidence-based practice training for medical students. They developed a session focused on developing students' skills in asking and acquiring medical evidence. The session used active learning techniques like individual and group activities, polls, and online submission of answers. Student feedback was positive and suggested the session was engaging and helped develop important skills, though students could still improve in areas like incorporating synonyms in searches. The presenters plan to build on this foundation by reinforcing skills throughout the curriculum.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
Jump Into the Game: How Libraries Can Adapt to Institutional Assessment Plansjcmcintosh
This document discusses how libraries can align their goals and assessments with their institution's assessment plans. It provides an overview of institutional assessment, including common goals focused on by accrediting bodies like teaching, learning, staffing, and integrity. It then discusses one university's formulation of their learning goals as Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document outlines how the library can map their goals to these institutional goals and provide in-class assessments. It provides examples of assessments done in collaboration with courses and lessons learned around relationship building, gathering feedback, and using assessment data to demonstrate the library's value to the university.
Jump Into the Game: How Libraries Can Adapt to Institutional Assessment Plansjcmcintosh
This document discusses how libraries can adapt to institutional assessment plans. It provides an overview of assessment, highlighting the focus areas of regional accreditation bodies like resources, planning, teaching and learning. It also discusses how one university, Otterbein University, formulated their student learning goals of Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document shows how the library mapped their goals and student learning outcomes to KMERI. It provides examples of in-class assessments done in collaboration with other departments and lessons learned around relationship building, gathering feedback, and demonstrating value to the university.
Incorporating information literacy outcomes into your courseKendra Lake
Presented by Jane Lewandoski and Kendra Lake at the St. Clair County Community College Fall 2019 adjunct faculty welcome back event on August 13, 2019.
Information Literacy Champions Transform Lives FLA 3_3_2016 Version 3Mary Howrey
This document provides an overview of a presentation given at the Florida Library Association Annual Conference titled "A 'Lightning Round Session' & 'Pep Talk'". The presentation was given by Dr. Mary Howrey and Dr. Sarah Nielsen from DeVry University and focused on information literacy. It describes the development of a six-week online course taught to faculty and librarians using ACRL's Framework for Information Literacy. The course covered the six threshold concepts through weekly modules and assignments. It provided examples of assignments and discussions that aligned with each framework concept. The goal was to develop "Information Literacy Champions" to promote information literacy skills.
- The document outlines a course syllabus for a research methods course at Veritas College of Irosin.
- The course aims to develop future teachers' understanding of conducting research and its impact on education. Students will learn about research terminology, ethics, and quantitative, qualitative, and mixed methods approaches.
- The course content covers the research process, literature reviews, research design, methodology, and drafting chapters for a research proposal including the background, problem, framework, and methodology.
- Assessment includes exams, class activities, and students completing three chapters of a research proposal.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
The document outlines the vision, mission, goals, and core values of Ifugao State University as well as its College of Education, including increasing enrollment, developing student competence, expanding community engagement, and boosting the university's global reputation. It also provides an overview of the Methods of Research course, covering the research process, writing chapters, literature review, methodology, and grading system for a research proposal to be completed by students.
This document introduces the Illinois Research Connections Portal, a new database created to promote collaboration and showcase research at the University of Illinois. The portal allows users to search over 1,800 faculty profiles populated with publication information from Scopus. It aims to connect researchers with potential collaborators both on and off campus. Challenges include gaps in subject coverage and including all researchers. Over time, the portal will expand coverage, improve author disambiguation, and integrate with other campus systems.
The MA program in Library and Information Science at the University of Arizona requires the completion of 12 courses (36 credits) as well as an electronic portfolio. The program includes 4 required core classes, 4 distributed electives from various categories, 2 free electives, and 2 additional curricular options such as non-SIRLS courses, internships, or a thesis. Students must maintain an electronic portfolio throughout the program and submit reflections at various stages for graduation requirements.
Content based-approach by MICHELLE PROAÑOMICHELLEPROA
This document discusses the content-based approach to language learning. It focuses on using authentic texts and materials from other subjects to teach language in a more holistic way. The content-based approach aims to make students independent learners by exposing them to real-world content. It benefits students by improving their language skills through extensive exposure and helping them develop collaborative abilities. However, it can be difficult for lower-level learners to understand information and not explicitly teach language skills. The document outlines characteristics of content-based learning like the use of tasks, visuals, and culminating projects, as well as the roles of teachers in preparing and engaging students and selecting appropriate materials to facilitate comprehension.
Presented By: Carol Bender, Director, UBRP & BRAVO! Programs, University of Arizona and Donna Brown, Director, Undergraduate Research, University of New Hampshire
The document is a curriculum vitae for Anthony Vincent Panfalone. It summarizes his educational background, including a PhD in Social Anthropology from the University of Oxford, an MA from San Diego State University, and BAs from SUNY Buffalo and Erie Community College. It also outlines his experience as a tutor, teaching assistant, and researcher, including conducting fieldwork in Mexico and the United States on the cult of La Santa Muerte. He has received several awards for his research and presentations. References are provided.
This document discusses teacher training programs and resources for professional development. It outlines various types of on-campus workshops and study abroad programs that provide training to educators. Potential funding sources are identified for both on-campus and international opportunities. The benefits of these programs are expanding content knowledge, exposure to new trends and scholars, and resources for classroom integration. Administrators and educators are encouraged to identify needs and share acquired resources with colleagues.
This document summarizes graduate engineering programs at the University of Southern California (USC). It provides an overview of USC and the Viterbi School of Engineering, including academic departments, research centers, and rankings. It describes master's and doctoral degree programs, admissions requirements, tuition costs, funding opportunities, career services, and events for prospective students. Key information includes over 60 master's programs and 13 PhD programs offered, average tuition of $51,470 for a master's degree, and scholarships and fellowships available to help fund graduate studies.
Information Literacy in the New Core CurriculumElisa Acosta
This document discusses Loyola Marymount University's efforts to assess and improve student information literacy as part of its accreditation process. It outlines how LMU has defined information literacy learning outcomes and integrated information literacy instruction and assessment into its new core curriculum. This includes requiring first-year seminars to include tutorials developed by librarians, adding an information literacy component to rhetoric courses, and designating upper-level courses as information literacy flags. The university assesses student learning through standardized tests, course assignments, and rubrics to evaluate skills and plans improvements to further integrate information literacy across the curriculum.
Charting Your Course: Using Curriculum Mapping to Enhance Information Literacysusangar
This document discusses curriculum mapping to enhance information literacy at Loyola Marymount University. It describes a project to 1) develop a procedure for reviewing and deconstructing the university curriculum and 2) identify "high impact" courses in each department where information literacy can be embedded. The methodology involves mapping required courses and electives to identify learning outcomes related to information literacy, obtain syllabi for content analysis, and meet with departments to discuss findings. The goals are to better understand how information literacy fits within each major, identify strategic places to embed it, and avoid duplication or gaps in instruction.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
Planes, Trains, and Automobiles? Engaging Medical Students with Interactive, ...AmyStuder28
This document summarizes a presentation given by Nicole Capdarest-Arest and Amy Studer about integrating interactive, skills-based instruction into evidence-based practice training for medical students. They developed a session focused on developing students' skills in asking and acquiring medical evidence. The session used active learning techniques like individual and group activities, polls, and online submission of answers. Student feedback was positive and suggested the session was engaging and helped develop important skills, though students could still improve in areas like incorporating synonyms in searches. The presenters plan to build on this foundation by reinforcing skills throughout the curriculum.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
Jump Into the Game: How Libraries Can Adapt to Institutional Assessment Plansjcmcintosh
This document discusses how libraries can align their goals and assessments with their institution's assessment plans. It provides an overview of institutional assessment, including common goals focused on by accrediting bodies like teaching, learning, staffing, and integrity. It then discusses one university's formulation of their learning goals as Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document outlines how the library can map their goals to these institutional goals and provide in-class assessments. It provides examples of assessments done in collaboration with courses and lessons learned around relationship building, gathering feedback, and using assessment data to demonstrate the library's value to the university.
Jump Into the Game: How Libraries Can Adapt to Institutional Assessment Plansjcmcintosh
This document discusses how libraries can adapt to institutional assessment plans. It provides an overview of assessment, highlighting the focus areas of regional accreditation bodies like resources, planning, teaching and learning. It also discusses how one university, Otterbein University, formulated their student learning goals of Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document shows how the library mapped their goals and student learning outcomes to KMERI. It provides examples of in-class assessments done in collaboration with other departments and lessons learned around relationship building, gathering feedback, and demonstrating value to the university.
Incorporating information literacy outcomes into your courseKendra Lake
Presented by Jane Lewandoski and Kendra Lake at the St. Clair County Community College Fall 2019 adjunct faculty welcome back event on August 13, 2019.
Information Literacy Champions Transform Lives FLA 3_3_2016 Version 3Mary Howrey
This document provides an overview of a presentation given at the Florida Library Association Annual Conference titled "A 'Lightning Round Session' & 'Pep Talk'". The presentation was given by Dr. Mary Howrey and Dr. Sarah Nielsen from DeVry University and focused on information literacy. It describes the development of a six-week online course taught to faculty and librarians using ACRL's Framework for Information Literacy. The course covered the six threshold concepts through weekly modules and assignments. It provided examples of assignments and discussions that aligned with each framework concept. The goal was to develop "Information Literacy Champions" to promote information literacy skills.
- The document outlines a course syllabus for a research methods course at Veritas College of Irosin.
- The course aims to develop future teachers' understanding of conducting research and its impact on education. Students will learn about research terminology, ethics, and quantitative, qualitative, and mixed methods approaches.
- The course content covers the research process, literature reviews, research design, methodology, and drafting chapters for a research proposal including the background, problem, framework, and methodology.
- Assessment includes exams, class activities, and students completing three chapters of a research proposal.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
The document outlines the vision, mission, goals, and core values of Ifugao State University as well as its College of Education, including increasing enrollment, developing student competence, expanding community engagement, and boosting the university's global reputation. It also provides an overview of the Methods of Research course, covering the research process, writing chapters, literature review, methodology, and grading system for a research proposal to be completed by students.
An online information literacy course is being developed at UiT The Arctic University of Norway to teach students key skills like learning strategies, searching for information, evaluating sources, and referencing. The course emphasizes critical thinking and academic integrity, which are often overlooked in information literacy education. It takes a broader view of these concepts and aims to demonstrate their importance throughout the course rather than isolating them in specific sections. By focusing on purpose and highlighting benefits to students, the course aims to make information literacy more engaging and meaningful. It will be piloted in the fall of 2014 before full launch in early 2015.
Adopting OER for Pathways, Certificates, & CoursesUna Daly
A panel of members from the Community College Consortium for Open Educational Resources (CCCOER) will share how they are adopting OER for Pathways, Certificates, and Courses at their colleges. CCCOER was founded in 2007 and now composes over 250 colleges in 22 states and provinces. Members collaborate online regularly and in-person at conferences on best practices for OER adoption. This cross-institutional sharing of open educational resources, open practices, open research, and open policies provides a powerful OER advocacy network for community colleges. New members have immediate access to a community of OER practitioners and experts who can help them launch their projects more efficiently and quickly. Meetups at regional and national conferences provide an opportunity to share and promote successful OER adoption strategies of our members with colleagues throughout higher education. Audience participation will be welcomed.
Our eLearning Panel will be moderated by Una Daly, CCCOER Director and our panelists include:
Cynthia Alexander, Distance Education Coordinator and Faculty at Cerritos College.
Cynthia leads the Online Teacher Certification program at Cerritos College and was an early adopter of OER in her teaching. The Business management department has also been using OER for over 5-years and OER has spread to many other departments through early efforts on the Kaleidoscope project.
Lorah Gough, Director, Distance Education at Houston Community College
Lorah works with faculty to find and adopt OER and is working to highlight OER in the new HCC strategic plan coming out next year. Two OER committees and the library are all strong partners in this effort.
Cheryl Knight, Instructional Designer at Cuyahoga Community College (Tri-C)
Cheryl leads the Save 100K project; focused on saving students money so they can concentrate on success. Started with a zero text cost math course and expanded to several disciplines and all 4 campuses in greater Cleveland are now participating.
Jake McBee, Instructional Designer, at North Central Texas College
Jake works on the Rural Information Technology Alliance (RITA) grant, shared by a four-college Texas consortium, building OER-based curriculum for certificates in high-demand information technology areas including networking, mobile apps, and cybersecurity.
Lisa Young, Tri-Chair Maricopa Millions Project;
Faculty Director, Teaching & Learning Center, Scottsdale Community College.
Lisa is tri-chair of the district-wide Maricopa Millions Project started in fall 2013 with the goal of saving $5 Million for students in five years. In two years, they are over 90% to achieving the goals. Maricopa Millions is now planning for zero-textbook pathways in multiple disciplines.
Our eLearning panel moderator will be Una Daly, director of CCCOER.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
This document discusses how libraries can support PhD students through digital and information literacy programs. It begins by noting the diversity of PhD students and their experiences. It then outlines frameworks like the Researcher Development Framework (RDF) that help students develop skills. Libraries can provide training workshops on topics covered by frameworks like information literacy, digital literacy, and social media use. They can also create online resources like graduate virtual research environments that provide training and skill-building tools. Overall, the document advocates for libraries to play an active role in developing PhD students' digital, research, and career skills through both in-person and online programming and resources.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Integrating Information Literacy into the Core Curriculum: Creating Sustainable Models
1. INTEGRATING INFORMATION LITERACY INTO THE CORE CURRICULUM:
CREATING SUSTAINABLE MODELS
Susan [Gardner] Archambault
Glenn Johnson-Grau
Elisa Acosta
Loyola Marymount University
Erin Rinto
University of Nevada, Las Vegas
Jennifer Fabbi
California State University, San Marcos
PANELISTS
2. CHARACTERISTICS OF EXEMPLARY
INFORMATION LITERACY PROGRAMS
1. Mission
2. Goals and Objectives
3. Planning
4. Administrative and
Institutional Support
5. Articulation within
the Curriculum
6. Collaboration
7. Pedagogy
8. Staffing
9. Outreach
10. Assessment Evaluation
SOURCES:
• http://www.ala.org/acrl/sites/ala.org.acrl/files/content/aboutacrl/directoryofleadership/sections/is/i
swebsite/about/pubspolicy/ACRL-IS-ILBP%20Rubric%20Final%20March%202013.pdf
• http://www.ala.org/acrl/standards/characteristics
13. UNLV Libraries at the Center of Student Learning
UNLV Libraries
Student Success Focus
New Administration
Assessment for Continuous
Improvement
Strategic Planning
General
Education
Reform
General Education
and Learning
Outcomes
Faculty
Development
Changing Role of
Liaison Librarians
Curriculum Mapping
for Strategic
Integration
Economic
Downturn
Accreditation
New Standards
and “Value”
Shifts in priorities
Org Structure
Strategic hires
Collaborations
LEADERSHIP
14. University Undergraduate Learning Outcomes
(UULOs)
• Intellectual Breadth and Lifelong Learning
• Inquiry and Critical Thinking
• Communication
• Global/Multicultural Knowledge and
Awareness
• Citizenship and Ethics
15. UULO 2: Inquiry and Critical Thinking
Students should be able to identify problems, articulate questions, and use various
forms of research and reasoning to guide collection, analysis, and use of information
related to those problems.
Competence in the Inquiry and Critical Thinking outcome is defined
by the following objectives:
1. Identify problems, articulate questions or hypotheses, and determine the need
for information.
2. Access and collect the needed information from appropriate primary and
secondary sources.
3. Use quantitative and qualitative methods, including the ability to recognize
assumptions, draw inferences, make deductions, and interpret information to
analyze problems in context and draw conclusions.
4. Recognize complexity of problems and identify different perspectives from
which problems and questions can be viewed.
5. Evaluate and report on conclusions, including discussing the basis for and
strength of findings, and identify areas where further inquiry is needed.
6. Identify, analyze, and evaluate reasoning and construct and defend reasonable
arguments and explanations.
18. LMU’S INFORMATION LITERACY
“BIG PICTURE”
COURSE LEVEL (first year seminar, rhetorical arts, & info lit flag)
Identify info need and
conceptualize research
strategy
Critically evaluate sources
Locate & access info: including
discipline-specific professional
info
Interpret and evaluate
evidence
Use information ethically
PROGRAM LEVEL (core curriculum)
Collect, interpret, evaluate and use evidence to make arguments
and produce knowledge
Identify info needs, locate & access info. and critically evaluate
sources
UNIVERSITY LEVEL (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
19.
20.
21. • 74 Sections of First Year Seminar
• Tutorial has 4 parts
• Each part consists of 1 module + 1
quiz
• Each part worth a total of 100
points x 4 = 400 points
• 10% of course grade
• Public version of tutorial:
http://bit.ly/YQ34lV
FYS INFORMATION LITERACY TUTORIAL (YEAR 1)
22. OVERALL AVERAGE SCORES:
FYS INFO LITERACY TUTORIAL (YEAR 1)
87%
78%
84%
80%
93%
82%
86%
87%
75%
80%
85%
90%
95%
100%
Starting… Types of Info Finding &
Evaluating
Using Info
Ethically
Module (across 74 courses)
Quiz (across 69 courses)
23. N (Number of Students out of 1334)
1161
1111
1043
1094
1169 1140
1099 1093
0
200
400
600
800
1000
1200
Starting… Types of Info Finding &
Evaluating
Using Info
Ethically
Module
Quiz
25. OVERALL AVERAGES
Student scores across 100 sampled
annotated bibliographies. Scored
with a calibrated rubric by a group of
volunteer R.A. instructors.
DIRECT MEASURES
27. Example of Sequential Skills for
“Information Literacy Flagged” Course
FIRST YEAR SEMINAR (INTRODUCE)
RHETORICAL ARTS (REINFORCE)
Differentiate between scholarly
and popular sources
Investigate the scope of a
research database
Evaluate different types of
info resources using
RADAR framework
Select information that
provides evidence for a
topic
INFO LIT “FLAGGED COURSE” (ENHANCE)
Find, evaluate & use scholarly
and discipline-specific
professional information
29. http://generaled.unlv.edu/
First-Year Seminar
2-3 credits
Second-
Year Seminar
3 credits
• English Composition: 6 credits
• US and Nevada Constitutions: 4-6 credits
• Mathematics: 3 credits
• Distribution (outside major): 18-19
credits
• Fine Arts & Humanities
• Social Sciences
• Life and Physical Sciences and Analytical
Thinking
• Multicultural and International
Milestone
Experience
Culminating Experience
Gen Ed Gen Ed/Major MajorColor code:
UniversityUndergraduateLearningOutcomes
University Undergraduate Learning Outcomes
• Intellectual Breadth and Lifelong Learning
• Inquiry and Critical Thinking
• Communication
• Global/Multicultural Knowledge and
Awareness
• Citizenship and Ethics
Upper-Division
Major
Requirements
Vertical General Education Model
34. • Core Course Development
Grants & Workshops
• Train-the-Trainer IL workshops
• Lunch Workshops
• First Year Seminar Training
• Rhetorical Arts Training
Training @ Center for Teaching Excellence
35. Faculty need help incorporating the
tutorial into their course content
• Sample Syllabus Text
• Discussion Topics
• Student Push-back
• Sample Assignments
FIRST YEAR SEMINAR
36. • Common Syllabus
• Assignment Collaboration
• Annual Training
• Required Library Instruction
RHETORICAL ARTS
38. HOW DO I TALK TO FACULTY?
MISSION POSSIBLE
Your mission, should you decide to
accept it...is to increase collaboration
of faculty and other campus units in
promoting and assessing information
literacy proficiencies.
39. Course Design
Image credit: Bass, Randy. 2012. Disrupting ourselves: the problem
of learning in higher education. Educause Review, vol. 47, no. 2
(March/April 2012)
http://net.educause.edu/ir/library/pdf/ERM1221.pdf
40. Course Design
Image credit: Bass, Randy. 2012. Disrupting ourselves: the
problem of learning in higher education. Educause Review, vol. 47,
no. 2 (March/April 2012)
http://net.educause.edu/ir/library/pdf/ERM1221.pdf
43. Integrating Information Literacy into the Core Curriculum:
Creating Sustainable Models
MORE INFORMATION:
• Visit our LibGuide http://libguides.lmu.edu/acrl2015
CONTACT US:
• Susan [Gardner] Archambault Susan.Archambault@lmu.edu
• Glenn Johnson-Grau Glenn.Johnson-Grau@lmu.edu
• Elisa Acosta Elisa.Acosta@lmu.edu
• Jennifer Fabbi jfabbi@csusm.edu
• Erin Rinto erin.rinto@unlv.edu
Editor's Notes
Loyola Marymount University
8300 FTE
One of 28 Jesuit colleges and universities
Planning = Politics: We must embed our information literacy ideas in the actual curriculum.
LMU’s core curriculum dated back to early 1990s.
Traditional breadth requirements model
Information literacy in old core
English 110 -- Traditional composition course
Classic “one-shot” library instruction
Very labor intensive, not very effective
Library was very dissatisfied, however had clearly defined institutional role that reached nearly all first year students, which was helpful later on.
LMU librarians do not have faculty status.
Librarians are represented by the Faculty Senate and eligible to serve as voting members on all Senate and governance committees – key point.
Currently two Senate seats serve the library constituency.
2007-2008 was the New Dawn
AVP announced goal of a new Core Curriculum for Centennial Year of 2011
Library had new Dean who wanted us to participate in Core development
Simultaneously:
The Rise of the a Culture of Outcomes and Assessment
New emphasis on assessment and learning outcomes.
Western Association of Schools and Colleges Special Visit in 2008
We were special. You don’t want to be special. University had a strong incentive to listen to accreditors.
WASC had information literacy among “Criteria for Review” for many years
Director of Assessment hired in 2008
University began development of Undergraduate Learning Goals and Outcomes
We collaborated with Director of Assessment to get Information Literacy included in Undergraduate Learning Outcomes
Relationship off to a good start because the library was implementing the iSkills test right when she arrived on campus.
Demonstrated the library’s support of assessment at time when there was lot of campus skepticism.
Goals and Outcomes
Drafted September 2009, finalized February 2010.
Publicized widely -- postcard!
We had a hook.
Library’s push for information literacy became the University’s push for information literacy outcomes.
Our goals and the University’s goals were in alignment.
Why information literacy?
We could always point to Undergraduate Learning Outcomes.
We nurtured personal relationships with our allies among faculty and administrators
Library as neutral ground in campus turf battles
Highly political with many tense moments
Library is a resource for the whole campus
Perceived as non-partisan
Actively promoted library as central and neutral venue for discussion and events
Hosted years of UCCC meetings
Hosted Open Forums for campus conversation
We provided food and wine
We helped faculty solve a problem
Who is responsible for this learning outcome? We are. We have the responsibility for Information Literacy learning outcomes because we took the responsibility.
Being at the table:
Meetings. And more meetings. Four years of meetings – Over 100 by the time Core was adopted.
If there was discussion of the core, we were there, even when hours went by without discussion of Information Literacy
Spring of 2011, new Core Curriculum was adopted by a campus wide vote of faculty (and librarians) with nearly 70% in favor.
Problems not all solved: ongoing participation necessary
But the Library’s role is very clearly established.
About 22,000 undergraduates
5000+ freshmen
70% full time
75% retention rate
40% 6-year graduation rate
Budget cuts:
16% reduction in faculty; 6% reduction in students
Do more with less
Teach more efficiently
Increase retention & degree production
Enhance first-year experience
Accreditation
New Administration
National Calls for Accountability in Higher Ed
Budget Contraction
Larger Class Enrollments
Retention and Persistence
Academic Success Center Established
STAKEHOLDERS
Director of the Core
58 Full-time Faculty
33 Writing Instructors (Part-time)
STAKEHOLDERS
Director of the Core
44 Part-time instructors
4 Full-time Faculty
STAKEHOLDERS
Sophomore, Junior or Seniors
60+ classes
Advanced IL, Discipline specific
24 Liaison Librarians