Hitting a Moving Target: Curriculum Mapping, Information Literacy and Academe

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Hitting a Moving Target Curriculum Mapping,
Information Literacy and Academe

• Kristen A. Bullard
• The University of Tennessee Knoxville
• Assistant Professor Instructional Services
  Coordinator
• kbullard_at_utk.edu
• Diana H. Holden
• The University of Tennessee Knoxville
• Assistant Professor Agricultural Sciences and
  Natural Resources Librarian
• dholden_at_utk.edu

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• The University of Tennessee Libraries is using
  curriculum mapping as a tool for information
  literacy integration into science departments.

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Session Overview

• Basics of curriculum mapping
• UT Libraries application of curriculum mapping
  in a science setting
• Strategies for implementation
• Application at other institution

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Basics of curriculum mapping

• Benefits
• Keeping library services relevant
• Speaking departmental language
• Marketing to departments
• Creating point-of-need learning opportunities

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UT Libraries application of curriculum mapping
in a science setting

• Project Background
• English composition at the University of Houston
• The University of Tennessee
• Communication Studies 210
• English Composition
• Graphic Design
• Engineering
• Struggles with science

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UT Libraries application of curriculum mapping
in a science setting

• Entomology and Plant Pathology program background
• Pendergrass Agriculture and Veterinary Medicine
  Library

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Curriculum Mapping Pilot Project

• Identification and examination of courses
• Curriculum map creation
• Professor response

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Curriculum Map of EPP Course
Standard 1 Determines the nature and extent of the information needed. Standard 2 Accesses needed information effectively and efficiently. Standard 3 Evaluates information and its sources critically. Standard 4 Integrates information effectively to accomplish a specific purpose. Standard 5 Understands economic, legal, and social issues surrounding the use of information.
EPP 410 Diseases and Insects of Ornamental Plants Basic proficiency - understands different sources may be needed Basic proficiency - demonstrates the use of library databases and catalog Basic proficiency - explains the difference between scholarly and popular material Basic proficiency - synthesizes information into new form Basic proficiency - uses information ethically by citing sources correctly
Assessment Ideas Writes research question and search strategy Maintains detailed research log Reviews and critiques selected resources Completes research paper Demonstrates ethical use of information
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Strategies for Implementation

• Electronic Resources
• Blackboard
• Web-based
• One-Shot Classes
• Workshops targeted at department
• Integrated library instruction
• Ongoing consultations with faculty

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Application at Other Institutions

• Review curriculum requirements
• Analyze individual courses, and existing and
  potential information literacy integration
• Create draft curriculum map
• Meet with selected faculty members
• Make revisions based on conversations with
  faculty
• Market curriculum map to the whole department

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• Thank you!

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Bibliography

• Information Literacy Competency Standards for
  Higher Education. (2000). American Library
  Association. Web site http//www.ala.org/acrl/ilc
  omstan.html
• Koppang, A. (2004). Curriculum mapping Building
  collaboration and communication. Intervention in
  School Clinic, 39(3), 154.
• Triche, S., McKnight, D. (2004). The quest for
  method The legacy of Peter Ramus. History of
  Education, 33(1), 39.