This document discusses the development of a curriculum mapping project at the Claremont Colleges library. It involved creating a visual representation of the curriculum across the seven Claremont campuses using information from catalogs, schedules, and websites. The goal was to situate the library's tools, resources, and expertise within the teaching, learning, and research activities across the colleges. Key aspects included gathering information, representing the 7-branch structure of the colleges, visualizing the curriculum mapping process, and highlighting insights and intersections across programs and requirements.

1. c a r t o g r a p h y
S T R A T E G I C

2. S L I D E S H A R E . N E T / C H A R B O O T H
@ C H A R B O O T H # M A P P I N G A C R L

3. N A T A L I E T A G G E D A N I C O O K
S A R A L O W E S E A N S T O N E

4. OUR CHALLENGE

5. -lewis, 2007
. . . R E P O S I T I O N L I B R A R Y T O O L S , R E S O U R C E S ,
A N D E X P E R T I S E S O T H A T T H E Y A R E
E M B E D D E D
I N T H E T E A C H I N G , L E A R N I N G , A N D R E S E A R C H
E N T E R P R I S E S . . . [ O F ] E X T E R N A L , N O T
L I B R A R Y - C E N T E R E D , S T R U C T U R E S A N D
S Y S T E M S .

7. l i b r a r i a n s h i p
S I T U A T I N G
{ }

8. c u l t u r e c o n t e x t
e n v i r o n m e n t
l i b r a r y

9. c u l t u r e c o n t e x t
l i b r a r y
e n v i r o n m e n t

10. c u l t u r e c o n t e x t
e n v i r o n m e n t
l i b r a r y

11. e n v i r o n m e n t
c u l t u r e c o n t e x t
l i b r a r y

12. Systems of knowledge... take
account of ambiguity, redundancy,
noise, or randomness generated
from the organization and its
environment, delineating patterns
that enhance or impede knowledge
construction and exchange.
-I Nonaka,1994

13. K N O W L E D G E
S Y S T E M S

14. K N O W L E D G E
S Y S T E M S
t a c i t e x p l i c i t

15. K N O W L E D G E
C R E A T I O N
S Y S T E M S

16. K N O W L E D G E
N A V I G A T I O N
S Y S T E M S

18. m a p p i n g c u r r i c u l u m & c o m m u n i t y
2 0 1 3 I M L S S p a r k s ! G R A N T

19. Maps enable citizens of academic
communities to perceive their
environs in multiple, adaptable
and evolving ways, delineating
patterns that enhance or impede
knowledge construction and
exchange...
-Hamilton and Graniero, 2012

20. …while those within a discipline
bring a richness of lived
experience to the work, the (map)
developer can offer techniques for
exploring and uncovering.
-Hamilton and Graniero, 2012

21. { }
C O N T E X T
T H E C L A R E M O N T C O L L E G E S

22. { }
C O N T E X T
S E V E N C A M P U S E S / O N E L I B R A R Y

23. { }
C O N T E X T
S E V E N C A M P U S E S / O N E L I B R A R Y

24. M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S

25. M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S
c a t a l o g s s c h e d u l e s w e b s i t e s

26. c a t a l o g s s c h e d u l e s w e b s i t e s
7 - B R A N C H S T R U C T U R E R E F L E C T S P R O G R A M

27. C U R R I C U L U M V I S U A L I Z A T I O N
P R O C E S S

28. C O L L E G E
P R O C E S S

29. P R O G R A M
P R O C E S S

30. R E Q U I R E M E N T S
P R O C E S S

31. O B J E C T I V E S / O U T C O M E S
P R O C E S S

32. A N N O T A T I O N S
P R O C E S S

33. I N S I G H T S

34. INTERSECTIONS

35. S T R A T E G I E S

36. I N T E R A C T I O N S

37. T A C I T
E X P L I C I T

38. T A C I T
E X P L I C I T

39. L A N D S C A P E
N A V I G A T I O N
S Y S T E M S

40. R E S O U R C E S
c c l m a p p i n g t e m p l a t e b i t . l y / c c l - t e m p l a t e
i m l s g r a n t r e p o r t b i t . l y / c c l - i m l s r e p o r t 2 0 1 4
B e v e r l e y H a m i l t o n a n d P h i l A . G r a n i e r o . " D i s r u p t i v e C a r t o g r a p h y i n
A c a d e m i c D e v e l o p m e n t , " I n t e r n a t i o n a l J o u r n a l F o r A c a d e m i c D e v e l o p m e n t
1 7 , n o . 3 ( 2 0 1 2 ) .
J e a n L a v e . " S i t u a t i n g L e a r n i n g i n C o m m u n i t i e s o f P r a c t i c e . " P e r s p e c t i v e s
o n S o c i a l l y S h a r e d C o g n i t i o n . E d . L a u r e n B . R e s n i c k , J o h n M . L e v i n e a n d
S t e p h a n i e T e a s l e y . W a s h i n g t o n , D . C . : A m e r i c a n P s y c h o l o g i c a l A s s o c i a t i o n ,
( 1 9 9 1 ) . 6 3 - 8 2 .
D a v i d W . L e w i s . " A S t r a t e g y f o r A c a d e m i c L i b r a r i e s i n t h e F i r s t Q u a r t e r
o f t h e 2 1 s t C e n t u r y . " C o l l e g e & R e s e a r c h L i b r a r i e s 6 8 , n o . 5 ( 2 0 0 7 ) .
N o n a k a , I k u j i r o . 1 9 9 4 . " A D y n a m i c T h e o r y o f O r g a n i z a t i o n a l K n o w l e d g e
C r e a t i o n " . O r g a n i z a t i o n S c i e n c e . 5 ( 1 ) : 1 4 - 3 7 .
B r o w n , J o h n S e e l y , a n d P a u l D u g u i d . 2 0 0 1 . " K n o w l e d g e a n d O r g a n i z a t i o n :
A S o c i a l - P r a c t i c e P e r s p e c t i v e " . O r g a n i z a t i o n S c i e n c e . 1 2 ( 2 ) : 1 9 8 - 2 1 3 .

41. c h a r b o o t h @ g m a i l
i n f o m a t i o n a l . c o m
@ c h a r b o o t h
C H A R B O O T H
d i r e c t o r
o f R E S E A R C H
T E A C H I N G &
L E A R N I N G
S E R V I C E S
c l a r e m o n t c o l l e g e s
L I B R A R Y
s l i d e s h a r e . n e t / c h a r b o o t h