Rethinking Purpose and Audience to Address Information Literacy Frameworks in the First-Year Seminar
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220 A/B
Proposal
Georgia Southern’s first-year seminar, a required course that 3500 first-year students take each year, has made information literacy a core learning outcome since its adoption in 2008. In fall 2014, First-Year Experience (FYE) facilitated a curriculum overhaul of two course modules to address the needs of an ever-changing freshmen population, refresh outdated content, and provide support for over 140 decentralized faculty. FYE launched the revised Evaluating Information module and Academic Research module, part of a course template provided to all FYE faculty in Georgia Southern’s learning management system, in fall 2015. Following positive feedback from FYE faculty, the FYE Council voted to require both modules in all first-year seminar courses for fall 2016.
This presentation will cover the redesign process of these two information literacy modules. We’ll share information on the frameworks and sources used to revise the curriculum, the campus partnerships utilized to create and assess new content, and the instrument used to gauge faculty response.
Presentation Description
This presentation will cover the curriculum overhaul of two information literacy modules used in Georgia Southern's first-year seminar course. We’ll share information on the frameworks and sources used to revise the curriculum, the campus partnerships utilized to create and assess new content, and the instrument used to gauge faculty response.
Keywords
curriculum, collaboration, first-year, freshmen, assessment, partnerships, revision
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Spence, Alicia and Caplinger, Chris, "Rethinking Purpose and Audience to Address Information Literacy Frameworks in the First-Year Seminar" (2016). Georgia International Conference on Information Literacy. 41.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/41
Rethinking Purpose and Audience to Address Information Literacy Frameworks in the First-Year Seminar
Room 1220 A/B
Georgia Southern’s first-year seminar, a required course that 3500 first-year students take each year, has made information literacy a core learning outcome since its adoption in 2008. In fall 2014, First-Year Experience (FYE) facilitated a curriculum overhaul of two course modules to address the needs of an ever-changing freshmen population, refresh outdated content, and provide support for over 140 decentralized faculty. FYE launched the revised Evaluating Information module and Academic Research module, part of a course template provided to all FYE faculty in Georgia Southern’s learning management system, in fall 2015. Following positive feedback from FYE faculty, the FYE Council voted to require both modules in all first-year seminar courses for fall 2016.
This presentation will cover the redesign process of these two information literacy modules. We’ll share information on the frameworks and sources used to revise the curriculum, the campus partnerships utilized to create and assess new content, and the instrument used to gauge faculty response.
