Integrating Information Literacy Training into the Curriculum: Librarian Taught Courses and Information Literacy Assessment
Type of Presentation
Individual paper/presentation (20 minute presentation)
Conference Strand
Ethics in Information
Target Audience
Higher Education
Location
PARB 127
Proposal
Because librarians often offer information literacy instruction and training from the standpoint of a guest lecturer rather than as a credit-bearing instructor, assessment beyond a particular assignment is difficult. Although developing a librarian-taught (or co-taught) course is a significant time commitment, it has great potential for adding curriculum value to a library’s instruction program while contributing to the wider goals of furthering information literacy within a college or university. I will discuss my experience teaching an interdisciplinary research seminar as it relates to our broader information literacy program. Specifically, I re-designed the seminar to provide quality metrics for students in the course while simultaneously offering an assessment tool for the design of information literacy sessions and materials for “one-shot” instruction sessions. Beyond an assessment tool, we used the new research seminar as a means to identify “information literacy gaps” in the overall curriculum of the college during the course of the last academic year and into the present term. This presentation will examine these gaps, offer actual solutions we have tried, and consider potential future projects.
Presentation Description
This session will offer insight into designing a credit-bearing, librarian-taught course that contributes to the overall assessment for an academic library’s information literacy and instruction programs. In addition to a credit-bearing course’s potential for informational literacy assessment, this presentation will examine how it can be used to identify “information literacy gaps” within the overall curriculum.
Keywords
Information-Literacy Instruction, Assessment, Credit-Bearing Course, Information Literacy Gaps
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Davis, Justin C., "Integrating Information Literacy Training into the Curriculum: Librarian Taught Courses and Information Literacy Assessment" (2020). Georgia International Conference on Information Literacy. 18.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/18
Integrating Information Literacy Training into the Curriculum: Librarian Taught Courses and Information Literacy Assessment
PARB 127
Because librarians often offer information literacy instruction and training from the standpoint of a guest lecturer rather than as a credit-bearing instructor, assessment beyond a particular assignment is difficult. Although developing a librarian-taught (or co-taught) course is a significant time commitment, it has great potential for adding curriculum value to a library’s instruction program while contributing to the wider goals of furthering information literacy within a college or university. I will discuss my experience teaching an interdisciplinary research seminar as it relates to our broader information literacy program. Specifically, I re-designed the seminar to provide quality metrics for students in the course while simultaneously offering an assessment tool for the design of information literacy sessions and materials for “one-shot” instruction sessions. Beyond an assessment tool, we used the new research seminar as a means to identify “information literacy gaps” in the overall curriculum of the college during the course of the last academic year and into the present term. This presentation will examine these gaps, offer actual solutions we have tried, and consider potential future projects.
