Post on 05-Dec-2014
description
The Great Race: Embedding Information Literacy
into a New Core Curriculum
Susan [Gardner] ArchambaultHead of Reference & Instruction
Loyola Marymount University
Info Lit Flag
http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
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
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
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)
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
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
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
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
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
Outline of FYS Tutorial Content
Navigating the Library Website hot spot
Drag-and-Drop Exercise
Interactive definitions of Primary, Secondary, and Tertiary sources.
Timeline of information production.
Timeline of information production knowledge application.
Multiple choice single answer
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…
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
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
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
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
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
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
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
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.
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
Info. Lit. Flagged Proposal Form (pt.1)http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf
Info. Lit. Flagged Proposal Form (pt.2)http://www.lmu.edu/Assets/Flag+Info+Lit+appl.pdf
Assessment of Flagged Courses: Adapting the VALUE Rubric
Information Literacy Assignment Database
Sample Assignment for Art
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?
Curriculum Map Template (page 1)
Curriculum Map Template (page 2)
Curriculum Map Template (page 3)
Curriculum Map Template (page 4)
Curriculum Map Template (page 5)
Curriculum Map Template (page 6)
Additional Information
• PPT Slides: http://bit.ly/wascinfolit
• Contact Information:
Susan [Gardner] Archambault
Email: susan.gardner@lmu.edu