A More Perfect Union: Campus Collaborations for Curriculum Mapping Information Literacy Outcomes Mary Moser Learning Commons Librarian mary.moser@emory.edu Nitya Jacob Associate Professor of Biology njacob@emory.edu Photo by Navin75, available under a Creative Commons Attribution license.

Welcome! Who we are: Oxford College of Emory University: Mary Moser, Learning Commons Librarian Nitya Jacob, Associate Professor of Biology Oxford College of Emory University: 2-year undergraduate program Liberal Arts-Intensive

Learning Outcomes Identify potential campus partners Collect and interpret assessment data Adapt the ACRL Information Literacy Competency Standards Implement a curriculum mapping process

Faculty Perspective Information literacy is 1 of 3 curriculum outcomes Small-scale experiments to help students “connect the dots” between classes How to expand to the entire curriculum?

Finding Partners Find your allies: Which faculty have you worked closely with? Who “gets” the library and what it does? Who has experience in gathering and analyzing data? Make friends with your Institutional Research office! Who can provide a broader perspective? We started with the faculty, staff, and administrators with whom we had close relationships and who seemed not only to support but also to really understand the library’s mission

Collecting Data Identify your resources: Time? Money? Library staff? Expertise? Relationships? Captive audiences? Use a variety: Formal/informal, qualitative/quantitative

Uncover Assumptions Student focus groups, faculty focus groups, Research Practices Survey Look for the broad themes What assumptions are being made? Faculty? Students? Librarians? What opportunities do those assumptions create?

Where are the Roadblocks? FACULTY Assumptions: One library instruction session is sufficient Library instruction students receive in freshman writing classes is sufficient for all subsequent classes as well Opportunities: Share RPS data in which students ask for more research instruction and more practice Work with faculty to make library instruction an integrative process

Where are the Roadblocks? STUDENTS Assumptions: Library instruction in one class is sufficient for all other classes Opportunities: Librarians need to do a better job of differentiating library instruction for individual classes Librarians need to work with students and faculty to show how research skills can be transferred and built upon between courses and disciplines

Where are the Roadblocks? LIBRARIANS Assumptions: Students automatically build information literacy skills sequentially across a two-year curriculum Opportunities: The planning and scaffolding of our library instruction program needs to happen at the curricular and programmatic level

What Do We REALLY Want Students to Learn? ACRL Information Literacy Competency Standards How can you simplify for a non-library audience? What is absolutely necessary for your students to know when they leave? What is realistic for students to accomplish during their time at your school? How can you align these standards with the campus curriculum and academic culture? These standards shouldn’t be made only for and by the library. These are campuswide goals for student learning, so involve all campus constituents in establishing goals and priorities. This should be a holistic process. Think big picture, not getting hung up on details. (This is a challenge for librarians.)

Adapting the Standards Faculty input Incorporate different vocabularies Goal 1: Identify what type of information, evidence, or knowledge is needed to answer a question or solve a problem Goal 2: Discover and locate information or evidence efficiently and effectively within or across disciplines

Adapting the Standards Align with General Education Program and curricular outcomes Goal 3: Evaluate and analyze information critically and incorporate it into knowledge base and value system Goal 4: Demonstrate effective application and communication of written knowledge to accomplish a specific purpose

Curriculum Mapping Worksheet + face-to-face meetings Begin with friendly faces Adjustment as necessary Where are the skills being taught? Are they being Introduced or Reinforced?

Curriculum Mapping Evaluation rather than Assessment

What We Didn’t Expect TIME. (It takes a lot.) Building bridges! Real conversations about the role of information literacy in a college curriculum Photo from CuteOverload.com. Used with permission.

Curriculum Mapping Faculty perspective Curriculum mapping makes IL intentional IL facilitates student learning as a whole Becoming a scholar Ways of Inquiry (INQ) at Oxford Opportunities for professors and librarians to be teachers together

Up, Up, and Away! Start small, if you want Find what works for you By school? By major? By degree program? Find what works for you No “one size fits all” Allow TIME! No, really. For librarians AND faculty.

Photo from CuteOverload.com. Used with permission. GET EXCITED! Photo from CuteOverload.com. Used with permission.