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

2. 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

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

4. 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?

5. 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

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

7. 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?

8. 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

9. 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

10. 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

11. 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.)

12. 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

13. 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

14. 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?

15. Curriculum Mapping
Evaluation rather than Assessment

16. 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.

17. 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

18. 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.

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