Type of Presentation
Panel
Target Audience
Higher Education
Location
Session One Breakouts
Proposal
This session covers a flexible, easy-to-adapt curriculum mapping method used by the University of North Texas Libraries to complete a core curriculum map. The University of North Texas is a large four-year public, Tier-1 research university with HSI status. The UNT Libraries provides a wide range of student- and faculty-centered initiatives that are integral to the UNT community.
We mapped Student Learning Outcomes (SLOs) on course syllabi to the AAC&U Information Literacy VALUE Rubric and the ACRL Framework for Information Literacy for Higher Education. We identified key phrases and verbs from the two threshold documents, reviewed a sample of English syllabi to develop a code book to use in the analysis, and tested our coding methods by running a pilot coding project of Freshman-level, core composition courses. After the pilot was completed, we commenced coding the rest of the core syllabi.
With information gleaned from this project, we know which core courses address which standards and frames. This understanding allows us to identify gaps in library instruction and address them through the work of our subject librarians and strategically targeted library instruction. Subject librarians present this information to their faculty and collaborate on how best to restructure how information literacy is taught in each department. This backward design allows each department to evaluate their student learning objectives and scaffold information literacy through research assignments. It also allows the departments to provide evidence on how their courses meets state, SACSCOC, and AAC&U requirements for accreditation.
Presentation Description
This session discusses the curriculum mapping project at the University of North Texas Libraries. As part of our Information Literacy Initiative, this project seeks to improve UNT students’ critical thinking and ability to use information effectively. The project aims to help enhance core library services with high-impact practices. We mapped student learning outcomes to know which core courses address components of the AAC&U Information Literacy VALUE Rubric and ACRL Framework as well as identify gaps in library instruction and begin to address these gaps through the work of our subject librarians and strategically targeted library instruction.
Keywords
information literacy, curriculum mapping
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hardin, Greg; Hargis, Carol; and Henson, Brea, "Where Does Information Literacy Fit? Mapping the Core" (2021). Georgia International Conference on Information Literacy. 5.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/5
Supplemental Content
Where Does Information Literacy Fit? Mapping the Core
Session One Breakouts
This session covers a flexible, easy-to-adapt curriculum mapping method used by the University of North Texas Libraries to complete a core curriculum map. The University of North Texas is a large four-year public, Tier-1 research university with HSI status. The UNT Libraries provides a wide range of student- and faculty-centered initiatives that are integral to the UNT community.
We mapped Student Learning Outcomes (SLOs) on course syllabi to the AAC&U Information Literacy VALUE Rubric and the ACRL Framework for Information Literacy for Higher Education. We identified key phrases and verbs from the two threshold documents, reviewed a sample of English syllabi to develop a code book to use in the analysis, and tested our coding methods by running a pilot coding project of Freshman-level, core composition courses. After the pilot was completed, we commenced coding the rest of the core syllabi.
With information gleaned from this project, we know which core courses address which standards and frames. This understanding allows us to identify gaps in library instruction and address them through the work of our subject librarians and strategically targeted library instruction. Subject librarians present this information to their faculty and collaborate on how best to restructure how information literacy is taught in each department. This backward design allows each department to evaluate their student learning objectives and scaffold information literacy through research assignments. It also allows the departments to provide evidence on how their courses meets state, SACSCOC, and AAC&U requirements for accreditation.
