The document outlines the integration of information literacy into the core curriculum at Loyola Marymount University, detailing outcomes for students and specific strategies for teaching these skills through a First Year Seminar and Rhetorical Arts courses. It emphasizes the role of librarians in developing information literacy through tutorials and assignments that assess students' ability to evaluate sources and conduct research. The proposal also includes a system for flagging courses that meet information literacy requirements, ensuring all students engage with these essential academic skills.

1. The Great Race:
Embedding Information Literacy
into a
New Core Curriculum
Susan [Gardner] Archambault
Head of Reference & Instruction
Loyola Marymount University

2. Info Lit Flag
http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm

5. LMU 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
Core Curriculum Program: Info. Literacy Learning Outcomes
Collect, interpret, evaluate and use evidence to make arguments Identify info. needs, locate and access info. and critically
and produce knowledge evaluate sources
FYS, Rhetorical Arts, and Flagged Course I.L. Learning Outcomes
Locate & access
Identify info. need and
Critically evaluate info., including Interpret and evaluate Use information
conceptualize
sources discipline-specific evidence ethically
research strategy
professional info.

6. First Year Seminar (FYS)
• Freshman requirement – Fall Semester
• Incorporate LMU librarians in order to develop information
literacy and basic research skills
• Assign at least 10 % of the course grade on the basis of
assessed information literacy, which must include
completion of standardized tutorials prepared by LMU
librarians
• Information Literacy Outcomes:
– Be able to evaluate sources for quality (e.g., by learning to differentiate
between scholarly and popular sources)
– Acquire research skills including use of the library catalog and electronic
databases to retrieve books or articles, whether in print or online
http://www.lmu.edu/Assets/First+Year+Seminar.pdf

7. Why Online Tutorials
 Effective method: peer  A way to give all freshmen a
institutions successfully standardized introduction to
teach IL skills to freshmen foundational research
via tutorials (example: skills/knowledge they will
Georgetown’s “Scholarly build on in your course and
Research & Academic later
Integrity” required tutorial)
 Require no extra class time
 Plug n play: tutorials are or grading time-assign them
general enough to apply to as homework and you will
all courses across the receive the grades through
disciplines Blackboard

8. Information Literacy Skills Curriculum Map:
First Year Students
Through the LMU Core, first-year students will be able to…
• First Year Seminar (beginning IL skills every freshman
needs; skills covered in the library FYS tutorials are in
white)
• Rhetorical Arts (more intermediate skills for R.A. that
build on the skills learned in FYS; skills library visit will
help cover are in blue)

9. Identify info. need; Conceptualize research strategy
Confers with Identifies key Explores general
instructors; concepts and terms information
participates in class that describe the sources to
Beginning discussions etc. to information need increase
identify a research familiarity with the
topic or information topic
need
Defines or modifies Develops a thesis
the information statement and
need to achieve a formulates
Middle manageable focus questions based on
the information
need
Reviews the initial Recognizes that
information need to existing information
clarify, revise, or can be combined
refine the question with original
Advanced thought,
experimentation,
and/or analysis to
produce new
information

10. Critically evaluate variety of sources
Information Identifies the Differentiates
Organization: purpose and between primary
difference in audience of potential and secondary
disciplines; how resources in a variety sources
Beginning info. is produced and of formats
accessed
Differentiates Examines and
between the types of compares
sources cited and information from
Middle understands citation various sources in
elements order to evaluate
Determines whether
the information
contradicts or verifies
other information
Advanced

11. Locate and access information (i.e. books and articles)
Identifies keywords for Investigates the scope, Uses classification
the information need; content, and scheme to locate info.
Beginning constructs appropriate organization of in Library
search strategy information retrieval
systems; off-campus
access
Selects controlled Reviews search Determines whether
vocabulary specific to strategy and alternative retrieval
the discipline or incorporates additional systems needed;
Middle information retrieval concepts as effectively accesses
source necessary; revises information for specific
search strategy investigative method or
info. retrieval system

12. Interpret and evaluate evidence
Selects Draws Creates a Maintains a
information that conclusions system for journal or log
provides based upon organizing the on info.
Beginning evidence info.; information seeking
investigates
differing POVs
Recognize Determines Organizes the Questions
prejudice, whether to content sources ;
deception, or incorporate analyzes
manipulation POVs; structure and
Middle integrates new logic
info
Integrates info.,
including
quotations and
Advanced paraphrasings

13. Cite evidence & ethical standards
Demonstrates an Identifies Communicates Records all
understanding of verbatim material clearly and with a pertinent
what constitutes that can be then style that supports citation
plagiarism and appropriately the purposes of the information for
Beginning does not represent quoted intended audience future
work attributable to reference
others as his/her
own
Uses various Restates textual Selects an Differentiates
technologies to concepts in appropriate between types
manage the his/her own documentation of sources
information words and style and uses it cited and
Middle selected and selects data consistently to cite understands
organized accurately sources the elements
& correct
syntax of a
citation

14. Outline of FYS Tutorial Content
•Purpose •Formats
•Limitations •Primary v. Secondary
•Choosing topic •Scholarly v. Popular
•Key concepts •Peer Review
•Background info. •How info. is made
•Across the disciplines
Module 1:
Module 2:
Starting
Types of
your
Information
Research
Module 4: Module 3:
Using Locating
Information Information
•Critical evaluation
•Plagiarism •Find Books
•Citing sources •Find Articles
•Search strategies
•LOC classification

16. Navigating
the Library
Website hot
spot

17. Drag-and-
Drop
Exercise

18. Interactive
definitions of
Primary,
Secondary,
and Tertiary
sources.

19. Timeline of
information
production.

20. Timeline of
information
production
knowledge
application.

21. Multiple
choice
single
answer

22. Sample Corresponding Discussion Points for
FYS Instructors…
Module 1:Possible Class Discussion Points/Activities
Walk through the process of topic formulation, including finding
background info to help generate a focus
Diagram a research question and pick out keywords
Compare Wikipedia to some published reference/background
sources on the same topic; improve the Wikipedia article
Create a reading list on a topic by using background info and
doing citation chasing

23. Module 2:Possible Class Discussion Points/Activities
Primary vs. secondary in your discipline. Why is context
important? Examine a primary source. Compare primary vs.
secondary account of same event (such as slave owner vs. slave)
Compare the same topic across different sources
(scholarly/popular press; liberal/conservative)
Trace the progression of event/discovery/idea/ theory across
sources
Differences in role of publication and scholarly communication
across disciplines; evaluation criteria; purpose of research (i.e.
methodology)
What’s the current state of research in your field? Scan a journal
for trends and how the info. is structured; also could trace over
time

24. Module 3:Possible Class Discussion Points/Activities
Group lit reviews covering different time periods/same topic- come
together for a “research roundtable”
Research log (document how your topic evolves as you find more
info. and change search strategies)
Citation chasing: determine the impact of article/book in a field
Fact checking or find facts to support an editorial
Locate and evaluate reviews of course texts
Research a concept, problem, event, or person studied in class

25. Module 4:Possible Class Discussion Points/Activities
Examine sources and evaluate according to set criteria
Talk about the preferred documentation style in your discipline;
have students submit citations in that style
Annotated bibliography
Dissect and review the citations on course syllabi
Plagiarism and why it matters

26. FYS
Assessment
Plan
Plan A (Recommended)
• Assign each of the 4 modules and cumulative test as separate homework assignments
• Estimated time = 1 hour per module
• Receive pass/fail or numeric scores through Blackboard or emailed to you from a librarian; count as
10% of course grade
Plan B
• Assign each of the 4 modules and cumulative test as separate homework assignments
• Receive scores through Blackboard or from a librarian; count as 5+% of course grade and
remaining 5+% through Info. Lit. assignment designed & graded by FYS instructor

27. Rhetorical Arts (RA)
• Freshman requirement – Spring Semester
• Continue to develop the critical thinking, information literacy,
and research skills begun in the First Year Seminar
• Assign at least 10 % of the final course grade on the basis
of information literacy, with a librarian-led workshop and one
or more course-integrated assignments
• Information Literacy Outcomes:
- Conceptualize an effective research strategy and then collect, interpret,
evaluate and cite evidence in written and oral communication
- Distinguish between types of information resources and how these
resources meet the needs of different levels of scholarship and different
academic disciplines
http://www.lmu.edu/Assets/Rhetorical+Arts.pdf

28. R.A. Assignments Related to Info. Lit.
• Will include annotated bibliography, final paper, and oral
presentations
• Will include “learning portfolio” emphasizing role of
revisions in writing process
• Library will probably license NoodleTools, an integrated
online suite of tools for building good research & writing
habits, for use in Rhetorical Arts

29. Assessment of Rhetorical Arts
• Library • Final resource list
tutorials/homework = (annotated
5% of course grade bibliography) = 10% of
course grade
• Draft resource list = 5%
of course grade • Research quality/use =
part of final research
• Learning Portfolio will paper grade
include outlines and
research notes

30. Information Literacy Flags
• Faculty encouraged to consult
• All students must take one Info with a librarian when designing
Lit Flagged course before Info Lit assignments
graduating • Librarians can create a custom
• Any course at the 200 level or LibGuide or research Guide for
higher may meet a flagged the course
requirement • Rolling review process
• No course may carry more • Suggested info. lit. learning
than two flags outcomes related to:
• At least 10% of the total course -selecting evidence
grade must assess information -finding &using professional
literacy info.
-source types
-evaluating info.

31. Proposal Requirements
• All full time faculty members • Once a course is approved by
may propose a course for the the Chair, Dean and Course
new Core Approval Committees, that
• Chairs and Deans determine course can be taught by any
the feasibility of a course to be qualified faculty member who
offered is assigned by the Dean and/or
Chair in the usual manner for
• Course proposals require the
such assignments
signature of the faculty
member's Chair and Dean,
prior to submission to the
UCCC

32. Info. Lit. Flagged Proposal Form (pt.1)
http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf

33. Info. Lit. Flagged Proposal Form (pt.2)
http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf

35. Assessment of Flagged Courses: Adapting the
VALUE Rubric

36. Information Literacy Assignment Database

38. Sample Assignment for Art

39. Library Curriculum Mapping Project by
Department/Major
• Are there learning • Which courses have
outcomes related to info. existing info. literacy
literacy at Dept. and components or the
accreditation levels? potential to be “flagged”?
• What are the required • For those courses, which
“core” or “high impact” info. Lit. learning
courses for each outcomes would best
major/Dept.? apply? How can they be
assessed?

40. Curriculum Map Template (page 1)

41. Curriculum Map Template (page 2)

42. Curriculum Map Template (page 3)

43. Curriculum Map Template (page 4)

44. Curriculum Map Template (page 5)

45. Curriculum Map Template (page 6)

46. Additional Information
• PPT Slides:
http://bit.ly/wascinfolit
• Contact Information:
Susan [Gardner]
Archambault
Email:
susan.gardner@lmu.edu