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Optimizing the Field Through a Curriculum Mapping Initiative
- 1. Optimizing the Field Through a Curriculum Mapping Initiative Stefanie Metko, Julia Feerrar, Amanda MacDonald
- 2. Session Outcomes ◉ Define types of curriculum mapping approaches ◉ Identify strategies needed for designing a curriculum mapping framework ◉ Reflect on ways that curriculum mapping can provide solutions to complex issues facing library instruction programs
- 4. High profile campus initiatives ◉Beyond Boundaries visioning into 2047 ◉Pathways to General Education ◉VT Shaped Student ◉ePortfolios ◉Digital Literacy
- 6. How did we respond? Beyond Boundaries Innovation Grant ◉$22,000 per year (up to 3 years) ◉Hired students to help with curriculum mapping ◉Goal: to show our library dean how library instruction could align with Provost vision
- 7. What is curriculum mapping? A method to align instruction with desired goals and program outcomes. The map or matrix: ◉Documents what is taught and when ◉Reveals gaps in the curriculum ◉Helps design an assessment plan (University of Hawai’i at Manao, 2013)
- 8. Why do libraries curriculum map? ◉For identifying high-impact areas within a curriculum ◉For creating realistic programmatic and curricular assessment ◉For increasing library engagement
- 9. Reflection Question Imagine that you’re about to start a curriculum mapping initiative at your library. Who would you approach to be on your team? What role would each person play in the mapping process?
- 12. Program Overview Template Snippet
- 13. Template Outcome Area ACRL Frames Reflective Discovery Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation Critical Evaluation Scholarship as Conversation, Authority and Constructed and Contextual Ethics Information Has Value Creation & Scholarship Scholarship as Conversation, Information Creation as a Process Crafting Outcome Areas from the Frames (ACRL, 2015)
- 14. Developing Outcomes for Each Area
- 15. Template Outcome Area ACRL Frames General Education Indicators Reflective Discovery Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation Discover and comprehend information from a variety of sources Critical Evaluation Scholarship as Conversation, Authority and Constructed and Contextual Analyze and evaluate the content and intent of information from diverse sources Evaluate the credibility and the use/misuse of scientific information Ethics Information Has Value Identify ethical issues in a complex context Creation & Scholarship Scholarship as Conversation, Information Creation as a Process Develop effective content that is appropriate to a specific context, audience, and/or purpose Synthesize multiple complex sources and create a coherent narrative or argument (ACRL, 2015) (Virginia Tech, n.d.)
- 16. Information Literacy Template Snippet
- 17. Designing a Scale with Bloom’s Revised Taxonomy Scale Create C Verbs: design, assemble, construct, conjecture, develop, formulate, author, investigate Evaluate/Analyz e E Verbs: appraise, argue, judge, select, support, value, critique, differentiate, organize, relate, compare Apply A Verbs: execute, implement, solve, use, demonstrate, interpret, operate Remember/ Understand R Verbs: define, list, memorize, classify, describe, identify, select, translate (Krathwohl, 2002)
- 19. Reflection Question What would you want to learn from a curriculum mapping project? What kinds of issues or questions would you hope to address?
- 21. Undergrad English Program Overview
- 25. Undergrad English Info Lit Introduce 1 Reinforce 2 Master 3
- 26. Outcomes Taught
- 27. Categories Taught: Bubbles vs Bar Chart
- 29. Reflection Question If mapping your instruction program/spaces/campus initiatives, what would you plan to map first? Why?
- 30. Next Steps 4
- 32. Getting Started at Your Institution 1. Identify programs, initiatives, spaces, partners, etc. 2. Outline goals 3. Clarify purpose and scale 4. Select software 5. Create templates 6. Pilot mapping 7. Analyze results 8. Make any changes and try again!
- 33. Closing Reflection Question How will you apply what you learned in today’s session to your work after LOEX? Will you be planning a curriculum mapping project? If so, what will your first steps be?
- 34. References 1. Arthur, M., & Tierney, B. G. (2014). Subject librarian initiative at the University of Central Florida Libraries: Collaboration amongst research and information services, acquisitions and collection services, and the Office of Scholarly Communication. Proceedings of the Charleston Library Conference. Retrieved from http://dx.doi.org/10.5703/1288284315311 2. Association of College & Research Libraries. (2015, February 2). Framework for Information Literacy for Higher Education. Retrieved from http://www.ala.org/acrl/standards/ilframework 3. Krathwohl, D. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. Retrieved from http://www.jstor.org.ezproxy.lib.vt.edu/stable/1477405 4. University of Hawai’i Manoa (2013, October 25). Assessment How-to. Retrieved from https://manoa.hawaii.edu/assessment/howto/mapping.htm 5. Virginia Tech (n.d.). Pathways to General Education. Retrieved from http://www.pathways.prov.vt.edu/8pdf/PathwaysLearningOutcomes.pdf
- 36. CREDITS Special thanks to all the people who made and released these awesome resources for free: ◉ Presentation template by SlidesCarnival ◉ Photographs by Unsplash
Editor's Notes
- For year two we will be mapping communications, which also has a first year element to it and will be interesting in contrast to the mapping we did for English. We will also be mapping statistics, as we want be able to examine similarities and differences in the way that a stem field looks within the context of our instruction program, particularly in regards to digital and information literacy frameworks, general education outcomes and destination areas. Because Statistics is the department leading the Data and Decision Sciences destination area that has been partnering with the library on building out a data visualization space, as well as leading the development of a Pathways general education minor, they will be the perfect partner moving forward. Depending on what you are looking to achieve with your curriculum mapping, it is important to consider how these key initiatives or changes campus-wide could be reflected within the areas you choose to map next. Amanda will now share with you a little bit about getting started at your institution.