Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220A
Abstract
As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to read. Each participant must contribute to the discussion board and provide feedback to peers. Community building exercises are introduced at the beginning of each workshop, and participants are required to work with a different person in each session. Through these activities (e.g., in person workshops, reading, reflective writing, discussion boards, community building exercises, etc.) each of us has gained insight into how we may apply a cross disciplinary approach to our specialization.
This paper will provide suggestions on how to provide “flexible structure” to lessons to “force” students to become engaged in information seeking and evaluating, critical thinking, reflective writing and peer evaluation. Rephrasing guided questions in an Information Literacy Lesson as well as in regular for credit courses is a simple way to elicit information evaluating, critical thinking and reflection through writing. The two Instructional Designers explain ways in which to design questions based on meta cognitive theories. They suggest strategies that are best suited for pair share work in class or online peer evaluation in discussion boards posted in Moodle. This workshop series has been successful in uniting teaching and library faculty to approach the curriculum from interdisciplinary approach so that students realize what they are learning and reapply this knowledge to other disciplines and real life situations. The purpose of the hybrid delivery of the workshop series is to have teaching and library faculty experience the integrated learning approach across disciplines.
Presentation Description
I will use PowerPoint presentation explaining the history, purpose, structure and delivery of the Integrated Learning Workshop series—integrated learning across the curriculum. I will have participants use short community building exercises in pair share activities to foster collaboration, peer evaluation and team work. Following these short activities I will demonstrate how Information Literacy lessons can be incorporated into workshops so that participants will connect learned knowledge to other disciplines such as marketing, science or poetry lessons. I will use my peers’ feedback and comments as examples of a productive cross collegial working group, and I will explain the benefits to having hybrid delivery. I will include a bibliography on Integrated Learning from each discipline –Arts, Science, Business, Education, Information Literacy, etc.). Conference participants will be able to use some of the exercises and concepts at their home institutions.
Keywords
information literacy, cross collegial interaction, integrated learning, learning across the curriculum, hybrid delivery, knowledge base, working groups, peer evaluation, library partnerships on campus, teaching and library faculty collaboration
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Lopez-Fitzsimmons, Bernadette Maria, "Beyond library resources: How to Implement Integrated Learning Across the Curriculum with Information Literacy Components using Hybrid Delivery" (2014). Georgia International Conference on Information Literacy. 9.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/9
Example: Frontdoor vs. Backdoor Questions
IntegKnwdgLearn_FrntdrBckdrQuest_11092014.pdf (275 kB)
More Examples: Frontdoor vs. Backdoor Questions
Bibliography_GeorgiaIntInfoLitOct10_11_2014.pdf (183 kB)
Sources Consulted
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education Commons, Higher Education and Teaching Commons, Information Literacy Commons, Instructional Media Design Commons, Other Education Commons
Beyond library resources: How to Implement Integrated Learning Across the Curriculum with Information Literacy Components using Hybrid Delivery
Room 1220A
As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to read. Each participant must contribute to the discussion board and provide feedback to peers. Community building exercises are introduced at the beginning of each workshop, and participants are required to work with a different person in each session. Through these activities (e.g., in person workshops, reading, reflective writing, discussion boards, community building exercises, etc.) each of us has gained insight into how we may apply a cross disciplinary approach to our specialization.
This paper will provide suggestions on how to provide “flexible structure” to lessons to “force” students to become engaged in information seeking and evaluating, critical thinking, reflective writing and peer evaluation. Rephrasing guided questions in an Information Literacy Lesson as well as in regular for credit courses is a simple way to elicit information evaluating, critical thinking and reflection through writing. The two Instructional Designers explain ways in which to design questions based on meta cognitive theories. They suggest strategies that are best suited for pair share work in class or online peer evaluation in discussion boards posted in Moodle. This workshop series has been successful in uniting teaching and library faculty to approach the curriculum from interdisciplinary approach so that students realize what they are learning and reapply this knowledge to other disciplines and real life situations. The purpose of the hybrid delivery of the workshop series is to have teaching and library faculty experience the integrated learning approach across disciplines.
