Making an IMPACT: Campus-wide collaboration for course and learning space transformation

Maybee, Clarence; Doan, Tomalee; Riehle, Catherine Fraser

doi:10.5860/crln.74.1.8884

Cited by 7 publications

(2 citation statements)

References 10 publications

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“…This has included course or assignment design programs, workshops, or grants (Folk & Hammons, 2021;Miller, 2010;Wishkoski et al, 2019;Xu, 2017), various types of faculty learning communities or faculty fellowship programs (Crowe et al, 2019;Hammons et al, 2019), and online courses for faculty (Hammons, 2020b;Veach, 2009). Librarians have also contributed to faculty development programs not specifically cantered around IL, such as Purdue University's IMPACT program (Flierl et al, 2019;Flierl et al, 2020;Maybee et al, 2013). In this example, librarians joined teams of faculty and instructional developers to redesign courses to be student-centred.…”

Section: Librarians As Faculty Developers and The Ttt Model In The Li...mentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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Section: Librarians As Faculty Developers and The Ttt Model In The Li...mentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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“…Six years prior to the redesign detailed in this report, the course had undergone a redesign in the IMPACT Program. IMPACT, a campus-wide initiative [1], aims to incorporate student-centered teaching practices and learning technologies into courses [2, 3]. Faculty work with a support team of instructors from the libraries, the Center for Instructional Excellence, and campus Information Technology: Teaching and Learning Technologies.…”

Section: Introductionmentioning

confidence: 99%

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

McGowan

2019

jmla

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This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.

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