Infusing Information Literacy in Courses

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Infusing Information Literacy in Courses

• First Year Seminar
• Readings in the Humanities

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First Year Seminar

• Advisory Committee (2002-2005)
• supportive materials (i.e. primary v secondary
  sources, popular v scholarly journals)
• Library Liaison, FYS Program (2005-present)
• designing assignments, FYS Introductory Elements

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Preparation for Middle States (2006)

• Curriculum Enhancement Program (CEP)
• FYS folded into general education courses

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FYS Outcomes

• Syllabi/course assignments
• Information Literacy included
• FYS source description
• Information Literacy officially infused in
  courses?

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FYS Lessons Learned

• No easy task!
• Go the extra mile
• One-on-one experience
• Partnerships not built in a day
• Faculty realized the library has morphed into a
  social learning community that offer resources
  for support of their courses
• We need to show faculty how we can help them
  support course goals

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Readings in the Humanities Pilot

• Provost, Beth Barnett
• To give adjunct faculty practical experience
  implementing information literacy in their
  courses.

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Information Literacy Writing Intensive Rubrics

• Fall 2007, information literacy rubric developed
• Worked with Al Romano, Director, CAS in
  collaborating the writing intensive and
  information literacy rubrics

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Implementing the Readings in the Humanities Pilot

• Spring 2008, Al Romano I co-conducted two
  workshops with 12 adjunct faculty and librarians
• 207 students from 11 courses, and 7 adjunct
  faculty participated
• Competencies measured (Develops a Research Plan
  Timeline, Designs a Research Strategy, Explores
  General Information Sources, Evaluates Sources)

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Readings in the Humanities Outcomes

• In all sessions, 48 of students exceeded
• 43 of students met requirements
• 9 did not meet requirements
• Citing Sources/Student problems

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Outcomes (continued)

• Turnitin.com showed no plagiarism
• Faculty over the semester saw improvement in
  student papers
• Rubric helpful
• Use rubric for future courses
• Recommend the rubric to colleagues

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Pilot ProjectsLessons Learned

• Challenge
• Provide a written plan
• Time permitting work one-on-one with faculty
• Continue to assess to improve

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Lessons Learned (continued)

• Establish an effective line of communication
• Establish a feasible coding scheme for data
  collection
• Work with faculty Vice Provost, Saccon
• to achieve this

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Thank You!