Information Literacy Across the Curriculum: Expanding Horizons

Millet, Michelle S.; Donald, Jeremy; Wilson, David W.

doi:10.1080/10691310902976451

Cited by 18 publications

(13 citation statements)

References 5 publications

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“…For intensive research-focused upper level courses, the ten high-impact practices defined by the American Association of Colleges and Universities (AAC&U) also helped librarians create measureable outcomes around these concepts, especially for writing-intensive courses and undergraduate research (Murray, 2015). By moving from theory to practice using information literacy concepts and high-impact practices as guidelines, librarians were able to focus on working with faculty to create assignments with specific outcomes and measureable assessment criteria (Millet, Donald, & Wilson, 2009;Harris, 2013;Saunders, 2012;Porter, 2014;Jumonville, 2014). While there has been some speculation as to whether these initiatives would be sustainable after the QEP funding had been spent (Jumonville, 2014), the literature suggests that librarian collaboration with faculty and support centers on campus has remained and grown as a vital part of library outreach by: creating course-specific LibGuides with faculty input (Little, Fallon, Dauenhauer, Balzano, & Halquist 2010); supporting interdisciplinary research across departments (Knapp, 2012;Gauder & Jenkins, 2012); partnering with campus writing centers (Ferer, 2012); co-teaching and assignment design (Ferer, 2012); incorporating learning theories and ACRL concepts to create measureable outcomes (Porter, 2014;Jumonville, 2014); and embedding librarians in semester-long courses (Knapp, 2012;Reale, 2016).…”

Section: Literature Reviewmentioning

confidence: 98%

Librarians, Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston, USA

Simons

2016

New Review of Academic Librarianship

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This article covers how an interdisciplinary course was developed using the expertise and resources of a history professor, the history and psychology subject librarians, and the university's writing center. The course, supported by a grant, was aimed at helping students improve their research, information literacy, and writing skills across disciplines. The article discusses the involvement of the partners from the initial planning stages to its conclusion, focusing especially on how the librarians created a library session, coursespecific guide, annotated bibliography assignment and grading rubric, and how these were used as opportunities to interact with the students throughout the course. Also covered are research and writing challenges, especially for English-language learner students, and how they were addressed by all the partners. It also discusses how the librarians used this experience to seek out opportunities to create similar collaborations with other instructors, and to strengthen ties with support services on campus.

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Section: Literature Reviewmentioning

confidence: 98%

Librarians, Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston, USA

Simons

2016

New Review of Academic Librarianship

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“…A small number of academic libraries are already participating in or leading faculty development opportunities, such as workshops, librarian-faculty assignment design, and the IMPACT program in which the authors are involved (Hartman, Newhouse, & Perry, 2014;Li, 2007;Maybee, 2018;Millet, Donald, & Wilson, 2009;Wishkoski, Lundstrom, & Davis, 2018;Witt & Dickinson, 2003). Many of these examples from the literature, however, focus on librarians' strategies and considerations for creating these development programs and their efforts to establish or strengthen relationships with faculty to integrate IL into courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

Flierl¹,

Maybe²,

Fundator³

2019

comminfolit

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Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.

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“…Rockman, 2004;Millet et al, 2009). Fifteen years later, the integration of IL in higher education is continuing to evolve via feedback, revisions and the recent approval of ACRL's Framework for Information Literacy for Higher Education (Association of College andResearch Libraries, 2014, 2015).…”

Section: Il Programs and Curriculum Mappingmentioning

confidence: 99%

Laying the groundwork for information literacy at a research university

Gessner

Eldermire

2015

Performance Measurement and Metrics

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Purpose -Information literacy (IL) is increasingly becoming an explicit learning outcome for college graduates, and some libraries are playing a role in planning and teaching IL instruction to students. Amidst the overall trend of shrinking budgets that libraries are experiencing, what strategies can be employed by libraries that support large universities to plan IL instruction? The paper aims to discuss these issues. Design/methodology/approach -Inspired by curriculum mapping, staff in the library assessment department created teaching maps which match the curriculum from seven colleges with the library's teaching efforts. To create them, they combined information about: first, courses that librarians have instructed over the last three years with; second, required courses for majors within the colleges; and third, typical enrollment for each course. Findings -Easily accessible information was combined to create the teaching maps, which enable the library to realign efforts to maximize IL instruction and best utilize library staff resources. Practical implications -Teaching maps serve as a portal to quickly understand majors, courses and course enrollment, and provide baseline information on past library instruction activity to inform future IL instruction strategy. Library directors and teaching staff are utilizing them to realign instruction efforts. Originality/value -Assessment strategies, such as curriculum mapping, serve not only the institution's teaching mission, but also help strategize for effective and efficient stewardship of staff resources. These methods will be useful for library directors, assessment and instruction librarians at large research universities.

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Information Literacy Across the Curriculum: Expanding Horizons

Cited by 18 publications

References 5 publications

Librarians, Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston, USA

Librarians, Faculty, and the Writing Center Partnering to Build an Interdisciplinary Course: A Case Study at the University of Houston, USA

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

Laying the groundwork for information literacy at a research university

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