Type of Presentation
Individual paper/presentation
Target Audience
Higher Education
Location
Session Three Breakouts
Abstract
This year, as a result of a long core curriculum revision process, Information Literacy (IL) finally, for the first time, has been included in our university’s curriculum.
However, whereas most IL programs are delivered to students either in discrete IL courses or through IL-flagged content courses (in either the core curriculum, the major, or both), we had to settle for something different: the inclusion of IL learning objectives in our new curriculum is driven entirely by university assessment.
The Office of Accreditation and Assessment, in collaboration with academic departments and the Information and Research Literacy Implementation Committee identified four learning objectives of our new core curriculum that overlap with IL.
Courses identified as meeting those core objectives have been scheduled for assessment, putting in motion a process whereby departments and individual instructors collaborate with the Office of Accreditation and Assessment, the newly-formed Information and Research Literacy Advisory Committee, and, ideally, departmental subject librarians.
The explicit goal of this collaboration is to develop an assessment plan for the designated IL learning objective. However, as faculty and library leaders in the drive to include IL in the core, we see the assessment planning process as a means to achieve work that is more critical: ensuring that IL is taught explicitly, appropriately, and meaningfully.
In our presentation we will share our university’s unusual approach to IL via assessment, including the advantages and challenges of this approach.
Presentation Description
This year, as a result of a long core curriculum revision process, Information Literacy (IL) finally, for the first time, has been included in our university’s curriculum. However, we had to settle for something different than the typical course-centered approach: the inclusion of IL learning objectives in our new curriculum is driven entirely by assessment. In our presentation we will share our university’s unusual approach to IL via assessment, including the advantages and challenges of this approach.
Keywords
Information Literacy; Assessment; Collaboration; Core Curriculum; Learning Objectives
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Nadir, Talia R. and Scheurer, Erika Dr., "An Unconventional Union: Promoting Information Literacy through Assessment" (2021). Georgia International Conference on Information Literacy. 14.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/14
An Unconventional Union: Promoting Information Literacy through Assessment
Session Three Breakouts
This year, as a result of a long core curriculum revision process, Information Literacy (IL) finally, for the first time, has been included in our university’s curriculum.
However, whereas most IL programs are delivered to students either in discrete IL courses or through IL-flagged content courses (in either the core curriculum, the major, or both), we had to settle for something different: the inclusion of IL learning objectives in our new curriculum is driven entirely by university assessment.
The Office of Accreditation and Assessment, in collaboration with academic departments and the Information and Research Literacy Implementation Committee identified four learning objectives of our new core curriculum that overlap with IL.
Courses identified as meeting those core objectives have been scheduled for assessment, putting in motion a process whereby departments and individual instructors collaborate with the Office of Accreditation and Assessment, the newly-formed Information and Research Literacy Advisory Committee, and, ideally, departmental subject librarians.
The explicit goal of this collaboration is to develop an assessment plan for the designated IL learning objective. However, as faculty and library leaders in the drive to include IL in the core, we see the assessment planning process as a means to achieve work that is more critical: ensuring that IL is taught explicitly, appropriately, and meaningfully.
In our presentation we will share our university’s unusual approach to IL via assessment, including the advantages and challenges of this approach.
