Location

PARB 128

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

This presentation will describe a collaborative project between University faculty and a librarian that connected faculty who teach general education information literacy courses to those who teach upper-level writing intensive courses. The project provided an opportunity for these faculty to participate in a focus group discussion to explore how the courses are aligned and how information literacy courses can support and prepare students for upper-level writing courses. Following the focus group discussion the presenters provided an opportunity for writing and information literacy faculty to take action on what they learned from each other by participating in an assignment redesign workshop. The assignment redesign workshop followed the Assignment-Design Charrette format. The Assignment-Design Charrette is a style of workshop introduced by the National Institute for Learning Outcomes Assessment in which faculty first reflect on their assignment, bring the assignment and the reflection to the workshop and present their assignment to the group. This presentation will share the outcomes from the workshop. Finally, the presenters will share results from survey research conducted to gather information about student perceptions of how information literacy and writing-intensive course content is aligned and will compare student perceptions to faculty perceptions.

Presentation Description

This presentation will describe a collaborative project between University faculty and a librarian that connected faculty who teach general education information literacy courses to those who teach upper-level writing intensive courses.The goal of the project was to explore the connections between the two course types and to generate ideas for helping students transfer and apply knowledge between their information literacy and writing courses.

Session Goals

To share the experiences of a collaboration between faculty and a librarian so that others may learn from the experiences and apply them in their own situations.

To discuss how students and faculty perceive information literacy and writing courses in the general education curriculum at a mid-sized state institution.

To share ideas for facilitating collaboration and crowd-sourcing teaching ideas among information literacy and writing faculty.

Session Objectives

Participants will identify ways in which the experiences of the presenters can apply to their own experiences, for example, identifying possible partners for curricular collaboration.

Participants will learn about the perspectives of undergraduate students and faculty regarding how information literacy and writing intensive courses can be aligned and scaffolded.

Participants will become familiar with the "assignment charrette" process, which can be used lesson planning for any teaching level, and identify ways that they can apply it at their institutions.

Keywords

general education, undergraduates, undergraduate writing

Publication Type and Release Option

Presentation (Open Access)

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Feb 21st, 8:30 AM Feb 21st, 9:45 AM

Making Connections Between General Education Information Literacy Classes and Upper-Level Writing Courses: An Exploration of Faculty and Student Perceptions

PARB 128

This presentation will describe a collaborative project between University faculty and a librarian that connected faculty who teach general education information literacy courses to those who teach upper-level writing intensive courses. The project provided an opportunity for these faculty to participate in a focus group discussion to explore how the courses are aligned and how information literacy courses can support and prepare students for upper-level writing courses. Following the focus group discussion the presenters provided an opportunity for writing and information literacy faculty to take action on what they learned from each other by participating in an assignment redesign workshop. The assignment redesign workshop followed the Assignment-Design Charrette format. The Assignment-Design Charrette is a style of workshop introduced by the National Institute for Learning Outcomes Assessment in which faculty first reflect on their assignment, bring the assignment and the reflection to the workshop and present their assignment to the group. This presentation will share the outcomes from the workshop. Finally, the presenters will share results from survey research conducted to gather information about student perceptions of how information literacy and writing-intensive course content is aligned and will compare student perceptions to faculty perceptions.