Workshop #11Room 1

TRAINING THE TRAINERS FACULTY DEVELOPMENT MEETS

INFORMATION LITERACY

• Susan [Gardner] Archambault • Elisa Slater Acosta

WHOSE JOB IS ITTO TEACH STUDENTS

INFORMATION LITERACY?

Librarians are experts in information retrieval, new technologies, and electronic information resources

Faculty provide disciplinary context for the information literacy instruction, motivate students to learn (including grades), and assess lasting impact of information literacy instruction outside of the library

LIBRARIANS AND FACULTYWORK TOGETHER

WHAT ARE THE BARRIERS?

Faculty might not know what information literacy means or why it’s important

Faculty might think students already have information literacy skills

Faculty might not make time to integrate information literacy into their courses

Faculty might perceive librarians as “support staff” rather than a teaching partner

BARRIERS: IMPLEMENTINGINFORMATION LITERACY

Brown bag lunch discussionsFaculty focus groupsLibrarian-faculty grantsFaculty governanceFaculty workshopsProgram review/accreditationTrain the Trainer

WAYS TO COLLABORATE

“Teach the teacher” approach in which librarians train faculty to teach information literacy in their courses

Faculty, rather than students, become the target of information literacy

Faculty are educated through classroom activities, ideas, materials, and techniques

WHAT IS TRAIN THE TRAINER?

Time constraintsInadequate staffing of librarians, sustainability

Course integratedAvoid scattershot approach;make systematic

WHY TRAIN THE TRAINER?

THE LMU EXPERIENCE

Private Jesuit and Marymount university in Los Angeles, CA

5,962 Undergraduate

2,129 Graduate

Library open 24/5

LOYOLA MARYMOUNT UNIVERSITY

• 295 library instruction sessions

• 5812 students/staff/faculty attended library instruction

• 7918 students enrolled at LMU

ONE-SHOT INSTRUCTION2011-2012

Undergraduate Student Learning Outcomes 2010

Assessment of Information Literacy 2012-2014

New Strategic Plan 2012

New Core Curriculum 2013

Accreditation 2014

CAMPUS INITIATIVES

Information Literacy Flag

http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm

Years 1-2

Years 2-3

Years 3-4

NEW CORE CURRICULUM

Center for Teaching Excellence

Core Course Development Grants & Workshops

Lunch Workshops

Faculty Core Committees and Program Review

Curriculum Mapping 2013-2014

FACULTY OUTREACH

MORE OUTREACH

Faculty socials, lunches – FYS (First Year Seminar)

FYS Workshops

Faculty Library Representative lunches

Librarians’ Retreat

✔ Teacher Materials Handouts, technology, dry erase markers, etc.

✔ Learning Outcomes 1.2.3.

✔ Curriculum What knowledge and skills do they need in order to achieve the learning outcomes?

✔ Pedagogy What activities will you use?

✔ Evidence How will I know they have learned?

✔ Outline Learning Outcome #1CurriculumActivitiesComprehension Check

PLANNING THE WORKSHOP

1. Understand the definition, basic concepts, and importance of information literacy in order to incorporate information literacy into your assignments

2. Understand information literacy in the context of the new core curriculum at LMU in order to embed information literacy into your new core courses

3. Experience an information literacy assignment from the student perspective in order to improve and adapt the assignment for your own course

4. Develop an increased awareness of LMU library resources in order to use them in future months

SAMPLE LEARNING OUTCOMES

WHAT IS INFORMATION LITERACY AND WHY DO

STUDENTS NEED IT?

ACTIVITY IDEAS: INFORMATIONLITERACY OVERVIEW

Present key research findings on information literacy (PIL, Citation Project, ERIAL)

Reflective discussion questions on scholarly discourse in their disciplines; their expectations for students; describe an assignment that addresses one standard

Mix up information literacy learning outcomes with other learning outcomes and make them guess which ones are the info lit outcomes

Present a list of technologies or tools and have them match with the corresponding information literacy standards

Use polling software to see which information literacy standards they teach the most frequently in their assignments; which standard they find the most difficult to teach; present examples of student assignments and have them vote on the learning outcome it covers

INFORMATION LITERACY DEFINITIONS

“Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL)

“Information literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educational goals” (UNESCO)Image courtesy of Beloit College Library http://www.beloit.edu/library/infolit/

ACRL INFORMATIONLITERACY STANDARDS

Project Information Literacy

Citation Project ERIAL Project

USE RESEARCH

http://site.citationproject.net/

http://projectinfolit.org/

Workshop Powerpoint

LibGuide Library blog Flyers

WE USED THE PIL FINDINGS FOR OUR:

PIL Research

Findings

Student quote

Why you

should come

to our

workshop!

FACULTY FLYER FOR THE FIRST YEAR SEMINAR WORKSHOP

Click here for full text

ACTIVITY

Facul ty se l f -ref lec t ion exerc ise

Activity developed by Patricia IannuzziClick here for full text

ACTIVITY

What does an in format ion l i teracy learn ing outcome look l ike?

ACTIVITY

Contextual iz ing in format ion l i teracy wi th everyday technologies

POLLS

POLLS

HOW DO YOU DESIGN AGOOD INFORMATION

LITERACY ASSIGNMENT?

“Best practice” rubrics or checklists for evaluating assignments

“Assignment Pitfalls”

Assignment Database

Carry out assignment “from student perspective” and then modify

Explore a library database and think about how your students could use it in an assignment

Use a tutorial evaluation checklist to explore and evaluate an information literacy tutorial. Think about if/how you might want to modify it and adapt for your course

ACTIVITY IDEAS: INFORMATIONLITERACY ASSIGNMENT DESIGN

RUBRIC OR CHECKLIST

Click here for full text

Adapted from the Libraries of the Maricopa Community College District (http://libguides.maricopa.edu/research_assignment_handouts_workshop)

Click here for full text

ANTICIPATE PROBLEMS

INFORMATION LITERACY ASSIGNMENT DATABASE

LIST OF ADVANCED ASSIGNMENTS

Click here for full text

THE EARNED SCHOLARLY AVERAGE

EXPLORE A LIBRARY DATABASE

INFORMATION LITERACY TUTORIAL EVALUATION CHECKLIST

CURRICULUM MAPPING

A procedure for reviewing the curriculum

Program specification that represents “a deliberate process of curriculum deconstruction in order to understand better how the sum of the parts relates to the whole” (Jackson, 2000)

WHAT IS CURRICULUM MAPPING?

Get to know curriculum for each Major or program of study

What’s the place of information literacy in the curriculum as a whole?

Where is it most strategic to embed information literacy so more students benefit?

Work with faculty to avoid duplication and gaps in information literacy instruction

WHY DO CURRICULUM MAPPING?

List the required “core” courses within a Major/ program of study as well as electives

Copy course descriptions

Obtain copies of course syllabi

Pick out existing or potential learning outcomes related to information literacy

Map out how the information literacy is being assessed

HOW DO I DO IT?

EXAMPLE

EXAMPLE

HOW DO I INCORPORATEA SPECIFIC INFORMATION

LITERACY LEARNING OUTCOME?

Worksheets to guide in development of assignment creation for a specific learning outcome

Guest faculty speakers talking about “best evidence” of student work for a specific learning outcome

Discussion between faculty and librarians about what “good practice” looks like for a specific learning outcome- then designing an assignment and rubric together

Overview of key library resources that can be used in assignments

ACTIVITIES FOR INCORPORATING A SPECIFIC INFO LIT OUTCOME

Click here for full text

CREATE YOUR OWN ASSIGNMENT!

FACULTY SPEAKERS

Dr. Almstedt

Department of Health andHuman Sciences

Dr. Noreen

Department of Art History

Why faculty guest speakers? Faculty like to share and learn from each

other Share IL assignments - good/bad Highlight successful Faculty-Librarian

collaborations

Who should you ask? Library “super users” Frequent requestors of library instruction Both our guest speakers had students who

won the Library Research Award

ASSESSMENT OF INFORMATION LITERACY:

ADAPTING THE VALUE RUBRIC

Click here for full text

ASSESSMENT OF INFORMATION LITERACY:

RESEARCH DIARY RUBRIC

Designing & Revising IL Assignments

Instruction - teaching search strategy, how to evaluate sources

Custom Research Guides/Online Tutorials

Assessment - rubrics & test ing

Get Help - research consultat ion appointments, chat or text-a-l ibrarian, in-person or phone help

LIBRARIANS CAN HELP…

Image created by Jamie Hazlitt, Outreach Librarian

Information Literacy Standards

ACTIVITY 1

In the Student’s Shoes: Evaluate Sources Activity

ACTIVITY 2

Evaluate Sample Assignments

Show P IL v ideo “Handou t S tudy”

ACTIVITY 3

QUESTIONS?

Information Literacy Workshop for Faculty

http://libguides.lmu.edu/infolitworkshop

First Year Seminar LibGuide for Faculty

http://libguides.lmu.edu/FYS

Information Literacy Flagged LibGuide

http://libguides.lmu.edu/flag

Librarian Retreat on Information Literacy

http://libguides.lmu.edu/librariansretreat

ADDITIONAL RESOURCES

Contact Information:

Susan [Gardner] Archambault

Email: susan.gardner@lmu.edu

Elisa Slater Acosta

Email: eslater@lmu.edu

PPT Slides: http://bit.ly/eciltrainers

CONTACT US

Thank You

William H. Hannon Library Research Incentive Travel Grant

ACKNOWLEDGEMENTS