Sailing the Same Course: Creating a streamlined experience in the first year English classes at the United States Naval Academy
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
PARB 239
Proposal
The challenge to create structure and intentionality within first-year one shot classes is a common challenge that information literacy librarians face. How do you create consistency when assignments, instructor expectations, and requests vary so widely? This presentation will discuss how a haphazard, a la carte one shot approach to was transformed into a more intentionally sequenced and standardized method within first and second semester English composition and Literature courses at the United States Naval Academy. By creating a new exercise that focuses on examining a literary scholarly journal, as well as a keyword development module, the a la carte module was gradually and successfully transitioned to a more consistent experience while maintaining flexibility to accommodate the variety of literary foci. This session will chronicle the strategy of this evolution within our first year English classes as well as provide librarians with practical steps in how to implement more consistency and intentionality within widely-varying one-shot requests. We will discuss topics such as identifying consistent learning objectives, collaborating and negotiating with faculty, and communicating your vision and structure for your new approach.Participants will gain strategies for applying more standardized approaches to heavy-load instruction courses and ideas for how to effectively make these changes.
Presentation Description
This session chronicles the transformation of library instruction for the first year English classes at the United States Naval Academy over the course of 18 months. These library instruction classes were modified from the previous approach of individualized sessions to a standardized module. The standard module now addresses common learning outcomes while maintaining the flexibility to accommodate the diversity of syllabi, assignments, and instructor goals. This session is designed for librarians who strive to create a cohesive library instruction experience for courses that vary greatly in content or assignment types.
Keywords
Information literacy, First year instruction, information literacy coordination, english instruction, collaboration, program management
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Koshute, Maria, "Sailing the Same Course: Creating a streamlined experience in the first year English classes at the United States Naval Academy" (2020). Georgia International Conference on Information Literacy. 45.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/45
Sailing the Same Course: Creating a streamlined experience in the first year English classes at the United States Naval Academy
PARB 239
The challenge to create structure and intentionality within first-year one shot classes is a common challenge that information literacy librarians face. How do you create consistency when assignments, instructor expectations, and requests vary so widely? This presentation will discuss how a haphazard, a la carte one shot approach to was transformed into a more intentionally sequenced and standardized method within first and second semester English composition and Literature courses at the United States Naval Academy. By creating a new exercise that focuses on examining a literary scholarly journal, as well as a keyword development module, the a la carte module was gradually and successfully transitioned to a more consistent experience while maintaining flexibility to accommodate the variety of literary foci. This session will chronicle the strategy of this evolution within our first year English classes as well as provide librarians with practical steps in how to implement more consistency and intentionality within widely-varying one-shot requests. We will discuss topics such as identifying consistent learning objectives, collaborating and negotiating with faculty, and communicating your vision and structure for your new approach.Participants will gain strategies for applying more standardized approaches to heavy-load instruction courses and ideas for how to effectively make these changes.
