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Brick & Click 2015 William Dooling Reference & Instructional Services Librarian Creighton University Mary Nash Head of Reference Creighton University ALL THE WRONG PLACES Looking For (and Finding) Information Literacy in the Undergraduate Curriculum
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Creighton Student Profile
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The Core Curriculum, 1993- ENG 150: Expository Writing Required, first-year course (3 credits) Library instruction embedded in the master syllabus Freshman Seminar Orientation for first-year students (1 credit, P/F) Optional library tour, Jeopardy game, or tutorial
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Whither the Library, 2000- Who moved my cheese? ENG 150
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Whither the Library, 2006- Ratio Studiorum Program (RSP): Library Live! classroom session Library Encounter Online (LEO ) tutorial Research Assistance Program (RAP) Communication Studies and the Library
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The Magis Core Curriculum, 2014- Learning Outcome 2: “All Creighton University graduates will demonstrate critical thinking skills.” Learning Outcome 2.I.1: “Students will develop the basic skills of information literacy, including searching for information, critically evaluating information from sources, and appropriately using and citing information.”
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Building the Scaffold Ratio Studiorum Program (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP)
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Building the Scaffold LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP) Ratio Studiorum Program (RSP)
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Building the Scaffold Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP)
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The Scaffold Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP)
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The Scaffold: RSP Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP) ●Introduces the library’s physical space ●Introduces basic title and author searching ●Is FUN!
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The Scaffold: LEO Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP) ●Introduces search strategies and general e-resources ●Identical for all students ●Taken for a grade
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The Scaffold: CIHI Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP) ●Occurs in class ●Geared toward a particular subject ●Introduces subject- specific resources
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The Scaffold: RAP Quest for the Cup (RSP) LEO Tutorial “Critical Issues” Class Research Assistance Program (RAP) ●Tailored to individual student needs ●Extends beyond freshman year ●Student-initiated
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Ratio Studiorum Program (RSP) Will Dooling kicks off “Quest for the Cup” in the library classroom.
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Library Encounter Online (LEO)
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“Critical Issues in Human Inquiry”
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“Critical Issues” (Pick 3)
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Information Literacy Map (Pick 3) By Maoria Kirker, Instructional Services & Assessment Librarian, George Mason University
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The Scaffold, Fall 2015 Ratio Studiorum Program (207 students) LEO Tutorial (534 students) Critical Issues Class (~225 students) RAP Session (~75 students) Out of About 1,000 total students
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Advantages of this Approach ❖ Reinforcement occurs in different classes and subjects ❖ Little overlap, students learn something new every session ❖ Easily customizable to specific assignments ❖ …but some parts are the same for all students
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Remaining Challenges ❖ Our in-class appearance is still a one-shot ❖ Students can encounter the scaffold “out of order” ❖ RSP and CIHI require more promotion ❖ Minimal reinforcement beyond freshman year ❖ How can we assess student learning outcomes?
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Projected Curriculum Map
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Information Literacy Assessment
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William Dooling williamdooling@creighton.e du Mary Nash marynash@creighton.edu Questions? (Answers?)
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