Presentation Title

Using Curriculum Mapping to Develop an ACRL Framework-Centered Information Literacy Instruction Program at Georgetown’s School of Continuing Studies Library

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

This presentation focuses on an ACRL Framework (2016) informed curriculum mapping project conducted at Georgetown University’s School of Continuing Studies Library. The School, aimed at preparing largely non-traditional students with the skills needed to succeed in today’s business landscape, offers graduate degrees in a wide range of professional disciplines, with the Library supporting these educational efforts through a very active information literacy program. After an initial analysis, the presenter/Library Director determined that the existing program contained substantial gaps as well as redundancies, with some disciplines’ required blocks of courses not visited by instructional librarians at all and others oversaturated. To troubleshoot, the presenter initiated a redesign effort by utilizing curriculum mapping as a systematic way to evaluate the elements of the Library’s information literacy program for cohesiveness, adequate scaffolding, and benchmark/goal achievement. The presentation covers the specific steps taken on the way, mainly developing an ACRL Framework-centered School-wide information literacy goal, objectives, and outcomes document, as well as a corresponding information literacy curriculum mapping grid, and utilizing these instruments in IRB-approved interviews with faculty directors to map out the individual degree programs for optimal ways to target agreed-upon knowledge practices and dispositions.

Presentation Description

Informed by the ACRL Framework, this presentation focuses on a curriculum mapping project conducted at Georgetown’s School of Continuing Studies with the goal to improve the cohesiveness, adequate scaffolding, and goal achievement of the Library’s instructional program. Specific steps of the effort are covered for possible replication, including the development of a School-wide Framework-centered information literacy goal, objectives, and outcomes document, drafting a corresponding curriculum mapping grid, and conducting in-depth interviews with faculty directors to map out the graduate degree programs for optimal ways to target agreed-upon knowledge practices and dispositions.

Keywords

Higher education; ACRL Framework; information literacy; curriculum mapping; instructional scaffolding

Publication Type and Release Option

Event

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Using Curriculum Mapping to Develop an ACRL Framework-Centered Information Literacy Instruction Program at Georgetown’s School of Continuing Studies Library

This presentation focuses on an ACRL Framework (2016) informed curriculum mapping project conducted at Georgetown University’s School of Continuing Studies Library. The School, aimed at preparing largely non-traditional students with the skills needed to succeed in today’s business landscape, offers graduate degrees in a wide range of professional disciplines, with the Library supporting these educational efforts through a very active information literacy program. After an initial analysis, the presenter/Library Director determined that the existing program contained substantial gaps as well as redundancies, with some disciplines’ required blocks of courses not visited by instructional librarians at all and others oversaturated. To troubleshoot, the presenter initiated a redesign effort by utilizing curriculum mapping as a systematic way to evaluate the elements of the Library’s information literacy program for cohesiveness, adequate scaffolding, and benchmark/goal achievement. The presentation covers the specific steps taken on the way, mainly developing an ACRL Framework-centered School-wide information literacy goal, objectives, and outcomes document, as well as a corresponding information literacy curriculum mapping grid, and utilizing these instruments in IRB-approved interviews with faculty directors to map out the individual degree programs for optimal ways to target agreed-upon knowledge practices and dispositions.