Running Mates: An Integrated Information Literacy and STEM Curriculum

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Presentation transcript:

Running Mates: An Integrated Information Literacy and STEM Curriculum Bethany Havas, MLIS Adrienne Button Harmer, MLIS, MSFYS Georgia Gwinnett College LOEX 2017 Lexington, KY

Kaufman Library & SST

ADDIE Analyze goals & Student Learning Outcomes (SLOs) Design instructional activities & assessments Develop timelines, procedures, & tools Implement these activities & tools Evaluate to refine and redesign

Analysis* new ACRL Framework old ACRL Standards School of Science & Technology SLOs Kaufman Library Research Services SLOs AAC&U Info Lit VALUE Rubric *AKA the creation of the Info Lit Omnibus

Analysis by natural grouping

Analysis by Bloom’s

Analysis by the research process Ask Real Questions Formulate your topic Determine your info needs… 4. Answer Your Research Question Analyze & synthesize your information Prepare & communicate your answer… 2. Find & Access Relevant Information Identify interested parties Use relevant tools for research… 5. Participate Ethically in the Exchange of Information Contribute to the scholarly conversation Respect & value the work of others… 3. Evaluate Your Information Evaluate your results Evaluate the content of your information…

Analysis Info Lit SLOs – CHEM 1211K Info Lit SLOs – CHEM 1212K Match info needs and search strategies to appropriate search tools Recognize that specialized resources can be accessed via library collections Design & refine needs and search strategies (F.SE.kp.5) Describe & define open databases, subscriptions, etc. and discuss the differences / benefits / limitations of each Understand how info systems are organized in order to access relevant info Realize that info sources vary greatly in content and format and have varying relevance and value, depending on needs and nature of the search (F.SE.d.3) Identify a variety of types of info products as potential sources Define & discuss different creation processes that result in specific types of info products CHEM discipline goals Apply constructed lecture and laboratory knowledge to an ongoing campus-wide experimental research project

Design outcomes activities assessments What kinds of teaching pedagogies or tools will support those SLOs, competencies, and skills?

Development LibGuide D2L quiz Guide on the Side Info category posters CRAAPtoons

Implementation

Evaluation Pre-test Post-test Critical Incident Questionnaire Reflective Responses Anecdotal Evidence Experiential Evidence Posters / Presentations

References Association of American Colleges & Universities. (n.d.). Information literacy VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/information-literacy Association of College & Research Libraries. (2015). Framework for information literacy in higher education. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf Davis, A. L. (2013). Using instructional design principles to develop effective information literacy instruction: The ADDIE model. College & Research Libraries News, 74(4), 205-207. Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Priest, S. (2013). Critical science literacy: What citizens and journalists need to know to make sense of science. Bulletin of Science, Technology & Society, 33(5-6), 138-145. Snow, C. E., & Dibner, K. A. (2016). Science Literacy: Concepts, Contexts, and Consequences. National Academies of Sciences Engineering, and Medicine. Washington, D.C.: The National Academies press. doi: 10.17226/23595 Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.