1. An Overheard Conversation and Teaching Information Literacy to Science Students Kelee Lynn Pacion Albert R. Mann Library Cornell University

2. “I don’t think librarians should be…” “…by the time you get to grad school you should already know…”

3. “…by the time you get to grad school you should already know…” Timing of statement Implications

4. Curriculum map- What it tells us

5. Curriculum map- What it does not tell us Missing some information for College of Human Ecology (CHE) Does not provide information regarding the use of tutorials (BIOG1500) Breakdown of core courses by major Why we are embedded in certain courses

6. Complexity of Identifying Core Courses

7. Curriculum map- Moving forward Comments from faculty indicate a need for 1 credit option as either an add on or a stand alone class Is there room in the curriculum for them to learn all they need by the time they graduate?

8. Instruction Planning Look at current instruction program: liaison, outreach, graduate and departmental seminars Sustainable and Scalable Creating a community of practice

9. Programmatic Assessment What the data indicates Issues with tracking instruction How to quantify teaching

10. Current Successes AEM embedded instruction NS 1100 Tutorial- teaching the teachers

11. Making Sense of the Information Sustainable? Scalable?

12. Snapshot now Community of practice Current mapping of core classes Questioning how to build up

13. Final Thoughts Successes Students