Do We Get Credit for This?: Credit-bearing Information Literacy Classes vs Liaison-Driven Instruction
Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 210
Abstract
This workshop will explore the advantages and disadvantages of credit-bearing information literacy courses and liaison-driven instruction programs that include one-shots or embedded instruction. Participants will examine the pros and cons of teaching a credit-bearing information literacy course in general and at their own institutions. They will also consider using curriculum mapping to create strategic, liaison-driven one-shot and embedded instruction programs within a major or program as an alternative to an information literacy class. Participants will work in groups to produce an outline the curriculum for a semester-long credit-bearing class or create a preliminary plan for a specific major or program using curriculum mapping. The possibilities for using both models in a comprehensive information literacy program will also be explored, including determining best use of librarian time and other resources.
1. Facilitators will ask the question and present a brief literature review (5 minutes)
2. Debate - Divided into two groups: Group A = pro-credit-bearing class and Group B =pro curriculum mapping. Each group will come up with pros for their assigned model and cons for the other. Groups will present cons to each other and respond with pros. (15 minutes)
3. Facilitators will lead a discussion about curriculum design for both models. (5 minutes)
4. Switch sides and credit-bearing group comes up with an outline for a 16 week curriculum and curriculum mapping group maps a program that presenters will provide (20 minutes)
5. Each group presents to one opposite group (10 minutes)
6. Facilitators lead wrap-up session where best ideas or insights are shared with entire group (10 minutes)
7. Group discussion about how both models could be used within a program. (10 minutes)
Presentation Description
This workshop will explore the advantages and disadvantages of credit-bearing information literacy courses and liaison-driven instruction programs that include one-shots or embedded instruction. Participants will examine the pros and cons of teaching a credit-bearing information literacy course in general and at their own institutions. They will also consider using curriculum mapping to create strategic, liaison-driven one-shot and embedded instruction programs within a major or program as an alternative to an information literacy class.
Keywords
curriculum mapping, IL instruction, one-shots, liaison, credit-bearing, curriculum design, collaboration, embedded
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Stanfield, Andrea G. and Palmer, Russell, "Do We Get Credit for This?: Credit-bearing Information Literacy Classes vs Liaison-Driven Instruction" (2014). Georgia International Conference on Information Literacy. 35.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/35
Do We Get Credit for This?: Credit-bearing Information Literacy Classes vs Liaison-Driven Instruction
Room 210
This workshop will explore the advantages and disadvantages of credit-bearing information literacy courses and liaison-driven instruction programs that include one-shots or embedded instruction. Participants will examine the pros and cons of teaching a credit-bearing information literacy course in general and at their own institutions. They will also consider using curriculum mapping to create strategic, liaison-driven one-shot and embedded instruction programs within a major or program as an alternative to an information literacy class. Participants will work in groups to produce an outline the curriculum for a semester-long credit-bearing class or create a preliminary plan for a specific major or program using curriculum mapping. The possibilities for using both models in a comprehensive information literacy program will also be explored, including determining best use of librarian time and other resources.
1. Facilitators will ask the question and present a brief literature review (5 minutes)
2. Debate - Divided into two groups: Group A = pro-credit-bearing class and Group B =pro curriculum mapping. Each group will come up with pros for their assigned model and cons for the other. Groups will present cons to each other and respond with pros. (15 minutes)
3. Facilitators will lead a discussion about curriculum design for both models. (5 minutes)
4. Switch sides and credit-bearing group comes up with an outline for a 16 week curriculum and curriculum mapping group maps a program that presenters will provide (20 minutes)
5. Each group presents to one opposite group (10 minutes)
6. Facilitators lead wrap-up session where best ideas or insights are shared with entire group (10 minutes)
7. Group discussion about how both models could be used within a program. (10 minutes)
