Strategic Proposal: an embedded Information Literacy curriculum

Clare Scott, Faculty Librarian for Arts & HumanitiesAmy Collins, Liaison Librarian

Contents

• Why did we need embedded IL curriculum?

• How did it come about?• Putting a curriculum together• Making it happen• Taking it forward

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©US Federal Government public domain image http://en.wikipedia.org/wiki/File:10th_SFG_parachute_Mali.jpg

Geronimo! Here come the Librarians

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The Library Information Literacy Session!

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© No known copyright restrictions. Library of Congress http://www.flickr.com/photos/library_of_congress/2179123779

My research is really important...I’ll just call the Library about my referencing session next week....

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© Reproduced with permission of the University of Sheffield

Dealing with academics... It’s like ‘herding cats’

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© No known copyright restrictions. George Eastman House

French and English want me to do 11am on the 10th...Music and German have double-booked me too!!!

Me too – a clash between Philosophy and History. No notice to think of a good IBL session either!!!

How it came about?

• Strategy • Discussion paper at Faculty Learning and Teaching

committee• Buy-in from Director of Learning and Teaching• Selling points: contact hours & consistency of student

experience

• Aims• Improving students searching and referencing

skills • Having an impact on actual student assignments• Making the Library’s intervention real and

relevant for staff and students10/04/2023© The University of Sheffield

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The proposal

• An IL curriculum: learning objectives at each stage: induction, L1 and L3

• Learning objectives based on ANCIL• Focus on departmental needs within this

framework

http://commons.wikimedia.org/wiki/File:1815-regency-proposal-woodcut.gif

• Presented at Faculty Learning and Teaching Committee

• Positive response• Recommendations approved• Official approval gave us lever to take

forwardhttp://www.rickross.com/ricks-picks-guarantee/

Strategic support gave us a very good response from Faculty Directors of

Learning and Teaching

Meetings gave us in-depth insight into:• particular issues of each discipline • the assignment• the skills required.

http://loc.gov/pictures/resource/ggbain.10771/

On being fully embeddedInstead of… We got…

Stats!

• Induction L1: • 855 students seen across 10

departments• Slots 10-30 minutes

• Information Literacy L1 students: • Delivered direct to 549 students• Indirect impact on 92 students through

PGR tutors

Philosophy

• They did all they could…

But it wasn’t enough…

Taking it forward

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• Working with the faculty to evaluate the individual sessions

• Getting student feedback• Getting staff feedback about our

impact on assignment marks• Planning for next year – using an

Action Research Model

Action Research Model: our pedagogical approach

PlanAct

ObserveTalk to Faculty

Reflect

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Questions?

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