This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.

1. Workshop #11
Room 1
TRAINING THE TRAINERS
FACULTY DEVELOPMENT MEETS
INFORMATION LITERACY
• Susan [Gardner] Archambault
• Elisa Slater Acosta

2. WHOSE JOB IS IT
TO TEACH STUDENTS
INFORMATION
LITERACY?

3. LIBRARIANS AND FACULTY
WORK TOGETHER
 Librarians are experts in
information retrieval, new
technologies, and electronic
information resources
 Faculty provide disciplinary
context for the information
literacy instruction, motivate
students to learn (including
grades), and assess lasting
impact of information literacy
instruction outside of the
library

4. WHAT ARE THE
BARRIERS?

5. BARRIERS: IMPLEMENTING
INFORMATION LITERACY
 Faculty might not know what
information literacy means or
why it ’s important
 Faculty might think students
already have information
literacy skills
 Faculty might not make time to
integrate information literacy
into their courses
 Faculty might perceive
librarians as “ support st aff”
rather than a teaching partner

6. WAYS TO COLLABORATE
Brown bag lunch discussions
Faculty focus groups
Librarian-faculty grants
Faculty governance
Faculty workshops
Program review/accreditation
Train the Trainer

7. WHAT IS TRAIN THE TRAINER?
 “Teach the teacher” approach in
which librarians train faculty to
teach information literacy in their
courses
Faculty, rather than students,
become the target of information
literacy
Faculty are educated through
classroom activities, ideas,
materials, and techniques

8. WHY TRAIN THE TRAINER?
Time constraints
Inadequate staffing of librarians,
sustainability
Course integrated
Avoid scattershot approach;
make systematic

9. THE LMU
EXPERIENCE

11. ONE-SHOT INSTRUCTION
2011-2012
• 295 library instruction
sessions
• 5812 students/staff/faculty
attended library instruction
• 7918 students enrolled at
LMU

12. CAMPUS INITIATIVES
Undergraduate Student
Learning Outcomes 2010
Assessment of Information
Literacy 2012-2014
New Strategic Plan 2012
New Core Curriculum 2013
Accreditation 2014

13. NEW CORE CURRICULUM
Years 3-4
Information
Literacy Flag
http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
Years 2-3
Years 1-2

14. FACULTY OUTREACH
 Center for Teaching Excellence
Core Course Development Grants &
Workshops
Lunch Workshops
 Faculty Core Committees and
Program Review
 Curriculum Mapping 2013-2014

15. MORE OUTREACH
Faculty socials,
lunches – FYS (First
Year Seminar)
FYS Workshops
Faculty Library
Representative lunches
 Librarians’ Retreat

16. PLANNING THE WORKSHOP
✔ Teacher Materials Handouts, technology, dry erase
markers, etc.
✔ Learning Outcomes 1.
2.
3.
✔ Curriculum What knowledge and skills do they
need in order to achieve the learning
outcomes?
✔ Pedagogy What activities will you use?
✔ Evidence How will I know they have learned?
✔ Outline Learning Outcome #1
Curriculum
Activities
Comprehension Check

17. SAMPLE LEARNING OUTCOMES
1. Understand the definition, basic concepts, and importance of
information literacy in order to incorporate information literacy into your
assignments
2. Understand information literacy in the context of the new core
curriculum at LMU in order to embed information literacy into your new
core courses
3. Experience an information literacy assignment from the student
perspective in order to improve and adapt the assignment for your own
course
4. Develop an increased awareness of LMU library resources in order to
use them in future months

18. WHAT IS INFORMATION
LITERACY AND WHY DO
STUDENTS NEED IT?

19. ACTIVITY IDEAS: INFORMATION
LITERACY OVERVIEW
Present key research findings on information literacy (PIL, Citation Project,
ERIAL)
Reflective discussion questions on scholarly discourse in their disciplines; their
expectations for students; describe an assignment that addresses one standard
Mix up information literacy learning outcomes with other learning outcomes and
make them guess which ones are the info lit outcomes
Present a list of technologies or tools and have them match with the
corresponding information literacy standards
Use polling software to see which information literacy standards they teach the
most frequently in their assignments; which standard they find the most difficult
to teach; present examples of student assignments and have them vote on the
learning outcome it covers

20. INFORMATION LITERACY
DEFINITIONS
“ Information liter acy is a s et of
abilities requiring individuals
to recognize when information
is needed and have the ability
to locate, evaluate, and use
effectively the needed
information” (ACRL)
“ Information liter acy empowers
people in all walks of life to
seek, evaluate, use, and
create information effectively
to achieve their personal,
social, occupational and
educational goals” (UNESCO)
Image courtesy of Beloit College Library http://www.beloit.edu/library/infolit/

21. ACRL INFORMATION
LITERACY STANDARDS

22. USE RESEARCH
Project
Information
Literacy
Citation Project
ERIAL Project
http://site.citationproject.net/

23. http://projectinfolit.org/
WE USED
THE PIL
FINDINGS
FOR OUR:
 Workshop
Powerpoint
 LibGuide
 Library blog
 Flyers

25. FACULTY
FLYER FOR
THE FIRST
YEAR
SEMINAR
WORKSHOP

26. ACTIVITY
Facul ty sel f -
ref lect ion
exercise
Click here for full text

27. Activity developed by Patricia Iannuzzi
Click here for full text
ACTIVITY
What does an
informat ion
l i teracy
learning
outcome look
l ike?

28. ACTIVITY
Contextual izing
informat ion
l i teracy wi th
everyday
technologies

29. POLLS

30. POLLS

31. HOW DO YOU DESIGN A
GOOD INFORMATION
LITERACY ASSIGNMENT?

32. ACTIVITY IDEAS: INFORMATION
LITERACY ASSIGNMENT DESIGN
“Best practice” rubrics or checklists for evaluating assignments
“Assignment Pitfalls”
Assignment Database
Carry out assignment “from student perspective” and then modify
Explore a library database and think about how your students could use it in an
assignment
Use a tutorial evaluation checklist to explore and evaluate an information
literacy tutorial. Think about if/how you might want to modify it and adapt for
your course

33. RUBRIC OR
CHECKLIST
Click here for full text
Adapted from the Libraries of the Maricopa Community College District
(http://libguides.maricopa.edu/research_assignment_handouts_workshop)

34. ANTICIPATE
PROBLEMS
Click here for full text

35. INFORMATION LITERACY ASSIGNMENT
DATABASE

36. LIST OF
ADVANCED
ASSIGNMENTS

37. THE
EARNED
SCHOLARLY
AVERAGE
Click here for full text

38. EXPLORE A LIBRARY DATABASE

39. INFORMATION LITERACY TUTORIAL
EVALUATION CHECKLIST

40. CURRICULUM
MAPPING

41. WHAT IS CURRICULUM MAPPING?
A procedure for reviewing the
curriculum
Program specification that
represents “a deliberate process of
curriculum deconstruction in order to
understand better how the sum of
the parts relates to the whole”
(Jackson, 2000)

42. WHY DO CURRICULUM MAPPING?
Get to know curriculum for
each Major or program of
study
Wh a t ’s t h e p l a c e o f
informat ion l i teracy in the
curriculum as a whole?
Where is i t most strategic to
embed information l i teracy
so more students benef i t?
Work with facul ty to avoid
dupl icat ion and gaps in
informat ion l i teracy
instruct ion

43. HOW DO I DO IT?
List the required “core” courses within a
Major/ program of study as well as electives
Copy course descriptions
Obtain copies of course syllabi
Pick out existing or potential learning
outcomes related to information literacy
Map out how the information literacy is being
assessed

44. EXAMPLE

45. EXAMPLE

46. HOW DO I INCORPORATE
A SPECIFIC INFORMATION
LITERACY LEARNING
OUTCOME?

47. ACTIVITIES FOR INCORPORATING A
SPECIFIC INFO LIT OUTCOME
Worksheets to guide in development of assignment creation for a
specific learning outcome
Guest faculty speakers talking about “best evidence” of student
work for a specific learning outcome
Discussion between faculty and librarians about what “good
practice” looks like for a specific learning outcome- then designing
an assignment and rubric together
Overview of key library resources that can be used in
assignments

48. CREATE
YOUR OWN
ASSIGNMENT!
Click here for full text

49. FACULTY SPEAKERS
Dr. Noreen
Department of
Art History
Dr. Almstedt
Department of
Health and
Human
Sciences
Why faculty guest speakers?
 Faculty like to share and learn from each
other
 Share IL assignments - good/bad
 Highlight successful Faculty-Librarian
collaborations
Who should you ask?
 Library “super users”
 Frequent requestors of library instruction
 Both our guest speakers had students who
won the Library Research Award

50. ASSESSMENT OF INFORMATION
LITERACY:
ADAPTING THE VALUE RUBRIC
Click here for full text

51. ASSESSMENT OF INFORMATION
LITERACY:
RESEARCH DIARY RUBRIC

52. LIBRARIANS CAN HELP…
 Designing & Revising IL
Assignments
 Instruction - teaching search
st rategy, how to evaluate sources
 Custom Research
Guides/Online Tutorials
 Assessment - rubr ics & test ing
 Get Help - research
consul tat ion appointments, chat
or text -a- l ibrar ian, in-person or
phone help
Image created by Jamie Hazlitt, Outreach Librarian

53. ACTIVITY 1
 Information Literacy Standards

54. ACTIVITY 2
 In the Student’s Shoes: Evaluate Sour ces Ac tivity

55. ACTIVITY 3
 Evaluate Sample Assignments
Show PIL video “ H a n d o u t S t u d y ”

56. QUESTIONS?

57. ADDITIONAL RESOURCES
 Information Literacy Workshop for Faculty
http://libguides.lmu.edu/infolitworkshop
 First Year Seminar LibGuide for Faculty
http://libguides.lmu.edu/FYS
 Information Literacy Flagged LibGuide
http://libguides.lmu.edu/flag
 Librarian Retreat on Information Literacy
http://libguides.lmu.edu/librariansretreat

58. CONTACT US
Contact Information:
Susan [Gardner] Archambault
Email: susan.gardner@lmu.edu
Elisa Slater Acosta
Email: eslater@lmu.edu
PPT Slides:
http://bit.ly/eciltrainers

59. ACKNOWLEDGEMENTS
Thank You
William H. Hannon Library
Research Incentive Travel
Grant