46
The Great Race: Embedding Information Literacy into a New Core Curriculum Susan [Gardner] Archambault Head of Reference & Instruction Loyola Marymount University

The Great Race: Embedding Information Literacy into a New Core Curriculum

Embed Size (px)

DESCRIPTION

Presentation at 2013 WASC Academic Resource Conference, CARL Special Interest Group on Information Literacy.

Citation preview

Page 1: The Great Race: Embedding Information Literacy into a New Core Curriculum

The Great Race: Embedding Information Literacy

into a New Core Curriculum

Susan [Gardner] ArchambaultHead of Reference & Instruction

Loyola Marymount University

Page 2: The Great Race: Embedding Information Literacy into a New Core Curriculum

Info Lit Flag

http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm

Page 3: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 4: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 5: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 6: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 7: The Great Race: Embedding Information Literacy into a New Core Curriculum

Why Online Tutorials

Effective method: peer institutions successfully teach IL skills to freshmen via tutorials (example: Georgetown’s “Scholarly Research & Academic Integrity” required tutorial)

Plug n play: tutorials are general enough to apply to all courses across the disciplines

A way to give all freshmen a standardized introduction to foundational research skills/knowledge they will build on in your course and later

Require no extra class time or grading time-assign them as homework and you will receive the grades through Blackboard

Page 8: The Great Race: Embedding Information Literacy into a New Core Curriculum

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)

Page 9: The Great Race: Embedding Information Literacy into a New Core Curriculum

Confers with instructors; participates in class discussions etc. to identify a research topic or information need

Identifies key concepts and terms that describe the information need

Explores general information sources to increase familiarity with the topic

Defines or modifies the information need to achieve a manageable focus

Develops a thesis statement and formulates questions based on the information need

Reviews the initial information need to clarify, revise, or refine the question

Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

Identify info. need; Conceptualize research strategy

Beginning

Middle

Advanced

Page 10: The Great Race: Embedding Information Literacy into a New Core Curriculum

Information Organization: difference in disciplines; how info. is produced and accessed

Identifies the purpose and audience of potential resources in a variety of formats

Differentiates between primary and secondary sources

Differentiates between the types of sources cited and understands citation elements

Examines and compares information from various sources in order to evaluate

Determines whether the information contradicts or verifies other information

Critically evaluate variety of sources

Beginning

Middle

Advanced

Page 11: The Great Race: Embedding Information Literacy into a New Core Curriculum

Locate and access information (i.e. books and articles)

Identifies keywords for the information need; constructs appropriate search strategy

Investigates the scope, content, and organization of information retrieval systems; off-campus access

Uses classification scheme to locate info. in Library

Selects controlled vocabulary specific to the discipline or information retrieval source

Reviews search strategy and incorporates additional concepts as necessary; revises search strategy

Determines whether alternative retrieval systems needed; effectively accesses information for specific investigative method or info. retrieval system

Beginning

Middle

Page 12: The Great Race: Embedding Information Literacy into a New Core Curriculum

Selects information that provides evidence

Draws conclusions based upon info.; investigates differing POVs

Creates a system for organizing the information

Maintains a journal or log on info. seeking

Recognize prejudice, deception, or manipulation

Determines whether to incorporate POVs; integrates new info

Organizes the content

Questions sources ; analyzes structure and logic

Integrates info., including quotations and paraphrasings

Interpret and evaluate evidence

Beginning

Middle

Advanced

Page 13: The Great Race: Embedding Information Literacy into a New Core Curriculum

Cite evidence & ethical standards

Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own

Identifies verbatim material that can be then appropriately quoted

Communicates clearly and with a style that supports the purposes of the intended audience

Records all pertinent citation information for future reference

Uses various technologies to manage the information selected and organized

Restates textual concepts in his/her own words and selects data accurately

Selects an appropriate documentation style and uses it consistently to cite sources

Differentiates between types of sources cited and understands the elements & correct syntax of a citation

Beginning

Middle

Page 14: The Great Race: Embedding Information Literacy into a New Core Curriculum

Outline of FYS Tutorial Content

Page 15: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 16: The Great Race: Embedding Information Literacy into a New Core Curriculum

Navigating the Library Website hot spot

Page 17: The Great Race: Embedding Information Literacy into a New Core Curriculum

Drag-and-Drop Exercise

Page 18: The Great Race: Embedding Information Literacy into a New Core Curriculum

Interactive definitions of Primary, Secondary, and Tertiary sources.

Page 19: The Great Race: Embedding Information Literacy into a New Core Curriculum

Timeline of information production.

Page 20: The Great Race: Embedding Information Literacy into a New Core Curriculum

Timeline of information production knowledge application.

Page 21: The Great Race: Embedding Information Literacy into a New Core Curriculum

Multiple choice single answer

Page 22: The Great Race: Embedding Information Literacy into a New Core Curriculum

Module 1: Possible Class Discussion Points/ActivitiesWalk 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

Sample Corresponding Discussion Points for FYS Instructors…

Page 23: The Great Race: Embedding Information Literacy into a New Core Curriculum

Module 2: Possible Class Discussion Points/ActivitiesPrimary 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

Page 24: The Great Race: Embedding Information Literacy into a New Core Curriculum

Module 3: Possible Class Discussion Points/ActivitiesGroup 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

Page 25: The Great Race: Embedding Information Literacy into a New Core Curriculum

Module 4: Possible Class Discussion Points/ActivitiesExamine 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

Page 26: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 27: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 28: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 29: The Great Race: Embedding Information Literacy into a New Core Curriculum

Assessment of Rhetorical Arts

• Library tutorials/homework = 5% of course grade

• Draft resource list = 5% of course grade

• Learning Portfolio will include outlines and research notes

• Final resource list (annotated bibliography) = 10% of course grade

• Research quality/use = part of final research paper grade

Page 30: The Great Race: Embedding Information Literacy into a New Core Curriculum

Information Literacy Flags

• All students must take one Info Lit Flagged course before graduating

• Any course at the 200 level or higher may meet a flagged requirement

• No course may carry more than two flags

• At least 10% of the total course grade must assess information literacy

• Faculty encouraged to consult with a librarian when designing Info Lit assignments

• Librarians can create a custom LibGuide or research Guide for the course

• Rolling review process

• Suggested info. lit. learning outcomes related to:-selecting evidence-finding & using professional info.-source types-evaluating info.

Page 31: The Great Race: Embedding Information Literacy into a New Core Curriculum

Proposal Requirements

• All full time faculty members may propose a course for the new Core

• Chairs and Deans determine the feasibility of a course to be offered

• Course proposals require the signature of the faculty member's Chair and Dean, prior to submission to the UCCC

• Once a course is approved by the Chair, Dean and Course Approval Committees, that course can be taught by any qualified faculty member who is assigned by the Dean and/or Chair in the usual manner for such assignments

Page 32: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 33: The Great Race: Embedding Information Literacy into a New Core Curriculum

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

Page 34: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 35: The Great Race: Embedding Information Literacy into a New Core Curriculum

Assessment of Flagged Courses: Adapting the VALUE Rubric

Page 36: The Great Race: Embedding Information Literacy into a New Core Curriculum

Information Literacy Assignment Database

Page 37: The Great Race: Embedding Information Literacy into a New Core Curriculum
Page 38: The Great Race: Embedding Information Literacy into a New Core Curriculum

Sample Assignment for Art

Page 39: The Great Race: Embedding Information Literacy into a New Core Curriculum

Library Curriculum Mapping Project by Department/Major

• Are there learning outcomes related to info. literacy at Dept. and accreditation levels?

• What are the required “core” or “high impact” courses for each major/Dept.?

• Which courses have existing info. literacy components or the potential to be “flagged”?

• For those courses, which info. Lit. learning outcomes would best apply? How can they be assessed?

Page 40: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 1)

Page 41: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 2)

Page 42: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 3)

Page 43: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 4)

Page 44: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 5)

Page 45: The Great Race: Embedding Information Literacy into a New Core Curriculum

Curriculum Map Template (page 6)

Page 46: The Great Race: Embedding Information Literacy into a New Core Curriculum

Additional Information

• PPT Slides: http://bit.ly/wascinfolit

• Contact Information:

Susan [Gardner] Archambault

Email: [email protected]