The Humanities in process, not crisis: Information literacy as a means of low-stakes course innovation

Graf, Anne Jumonville

doi:10.5860/crln.75.2.9072

Cited by 1 publication

(1 citation statement)

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“…In addition, librarians usually conducted instruction sessions for courses that received grants to support students' information literacy development, building on already established instructional relationships with faculty. Readers interested in these and other elements of Trinity's information literacy QEP are encouraged to consult previously published works, including a more detailed introduction to the development of the QEP goals, structure and a discussion of gaining campus support (Millet et al 2009), to strategies for integrating information literacy in assignments (Jumonville, 2014) and to the use of collaboratively developed rubrics for assessment (Oakleaf et al 2011). Assessments of student information literacy development and evidence of overall program success are also available through Trinity's Institutional Repository [2].…”

Section: Course-integrated Information Literacy Programmentioning

confidence: 99%

The role of faculty autonomy in a course-integrated information literacy program

Jumonville

2014

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Purpose -The purpose of this paper is to explore the significance of faculty autonomy in sustaining a successful information literacy program. Design/methodology/approach -Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the role of autonomy in faculty motivation and participation in an assessment program. Findings -Defining and integrating information literacy themselves allowed faculty to align information literacy with their own course goals. Supporting faculty in choosing their own assessment methods for these integrations also provided program administrators with new information about faculty members' teaching and learning practices and values. Results of a follow-up study confirmed that faculty continued to integrate information literacy in their courses of their own accord, underscoring the importance of an autonomy-supportive program structure. Originality/value -This paper provides evidence for information literacy advocates that faculty autonomy can be a strength, not an obstacle. It demonstrates ways to incorporate and allow for autonomy within program constraints and introduces librarians to self-determination theory, a way of thinking about motivation that can help librarians pursue more effective collaborations with faculty.

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Section: Course-integrated Information Literacy Programmentioning

confidence: 99%