Procuring digital preservation CAN be quick and painless with our new dynamic...
Faculty Training on Information Literacy
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 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
LIBRARIANS AND FACULTY
WORK TOGETHER
5. 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 staff”
rather than a teaching partner
BARRIERS: IMPLEMENTING
INFORMATION LITERACY
6. Brown bag lunch discussions
Faculty focus groups
Librarian-faculty grants
Faculty governance
Faculty workshops
Program review/accreditation
Train the Trainer
WAYS TO COLLABORATE
7. “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
WHAT IS TRAIN THE TRAINER?
8. Time constraints
Inadequate staffing of librarians,
sustainability
Course integrated
Avoid scattershot approach;
make systematic
WHY TRAIN THE TRAINER?
16. ✔ 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
PLANNING THE WORKSHOP
17. 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
SAMPLE LEARNING OUTCOMES
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 teachthe
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 literacy is a set 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 literacy 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/
24. “If we can't find the information we need for the
topic we are truly interested in, we'll just switch to a
new topic of less interest but requiring less work…”
“The blame for our lack of research skills does not
lie solely in our lack of zeal…. this problem stems
from the lack of training in good research habits”
– Kim Tran, Opinion Editor, Loyolan “Feeling Lucky Doesn’t Always Work Out So Well” in 10/6/11 issue
31. HOW DO YOU DESIGN A
GOOD INFORMATION
LITERACY ASSIGNMENT?
32. “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
ACTIVITY IDEAS: INFORMATION
LITERACY ASSIGNMENT DESIGN
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)
41. 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)
WHAT IS CURRICULUM MAPPING?
42. Get to know curriculum for
each Major or program of
study
What’s the place of
information literacy in the
curriculum as a whole?
Where is it most strategic to
embed information literacy
so more students benefit?
Work with faculty to avoid
duplication and gaps in
information literacy
instruction
WHY DO CURRICULUM MAPPING?
43. 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
HOW DO I DO IT?
46. HOW DO I INCORPORATE
A SPECIFIC INFORMATION
LITERACY LEARNING
OUTCOME?
47. 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
ACTIVITIES FOR INCORPORATING A
SPECIFIC INFO LIT OUTCOME
49. FACULTY SPEAKERS
Dr. Almstedt
Department of
Health and
Human
Sciences
Dr. Noreen
Department of
Art History
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
52. Designing & Revising IL
Assignments
Instruction - teaching search
strategy, how to evaluate sources
Custom Research
Guides/Online Tutorials
Assessment - rubrics & testing
Get Help - research
consultation appointments, chat
or text-a-librarian, in-person or
phone help
LIBRARIANS CAN HELP…
Image created by Jamie Hazlitt, Outreach Librarian
57. 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
ADDITIONAL RESOURCES
58. Contact Information:
Susan [Gardner] Archambault
Email: susan.gardner@lmu.edu
Elisa Slater Acosta
Email: eslater@lmu.edu
PPT Slides:
http://bit.ly/eciltrainers
CONTACT US
59. Thank You
William H. Hannon Library
Research Incentive Travel
Grant
ACKNOWLEDGEMENTS
Editor's Notes
Faculty socials, lunches FYS 4-5Librarians Retreat Summer 2013FYS workshops Fall 2013 5FLR lunches Fall 2013 2Curriculum Mapping 2013-2014