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

2. Kaufman Library & SST

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

4. 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

5. Analysis by natural grouping

6. Analysis by Bloom’s

7. 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…

8. 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

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

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

11. Implementation

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

13. References
Association of American Colleges & Universities. (n.d.). Information literacy VALUE rubric. Retrieved from Association of College & Research Libraries. (2015). Framework for information literacy in higher education. Retrieved from Davis, A. L. (2013). Using instructional design principles to develop effective information literacy instruction: The ADDIE model. College & Research Libraries News, 74(4), 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), 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: /23595 Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.