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Information Literacy Curriculum: USC Libraries

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Elizabeth G.

on 11 February 2015

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Transcript of Information Literacy Curriculum: USC Libraries

Underlying Theories and New ACRL Standards
Information Literacy Curriculum: USC Libraries
Characteristics of new ACRL standards
underscore need for collaboration between faculty & librarians
move beyond specific formats
focus more on practices/abilities and less on skills
acknowledge students as content creators and curators
look more like a toolkit than a list
rely on two main concepts: metaliteracy and threshold concepts
New Student Orientation
Overall approach
Curriculum mapping
First Year
Sophomore/Junior Year: Writing 340
Senior Year/Cumulative
Metaliteracy and threshold concepts
emphasizes metacognition and collaboration
addresses 4 domains of learning: behavioral, cognitive, affective, metacognitive
Threshold concepts: "the core ideas and processes in any discipline that define the discipline, but that are so ingrained that they often go unspoken or unrecognized by practitioners” (Hofer, et al., 2012)
Threshold concepts in information literacy
Good searches use database structure
Format is a process
Authority is constructed and contextual
"Primary source" is an exact and conditional category (but varies according to disciplinary context)
Information is a commodity
Research solves problems
Other points of reference
AASL Standards for the 21st Century Learner: http://www.ala.org/aasl/files/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf
SCONUL 7 Pillars of Information Literacy: http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Targeted courses
Departmental learning objectives
(example: Chemistry http://chem.usc.edu/undergraduate/learning_outcomes.html)
From USC Libraries' Mission:
“build a community of critical consumers of information; and help develop engaged world citizens.”
one of General Education Program's five principal goals:
“To teach students how to apply these skills so that they can find, evaluate, and use the vast amount of information now available via the media, the internet, new technologies, and traditional forms of knowledge.”
1. Recognize the library as a welcoming place to get help with research
2. Understand the organization of knowledge into disciplines
3. Understand basic concepts of citation and plagiarism
1. open house highlighting key services, featuring hands-on activities and raffle prizes
2. online tutorial (in course management system) to be completed within student's first six weeks
interactive and self-paced
use research guides as an entry point into the arrangement of knowledge by disciplines
3. Existing academic integrity tutorial:
1. Satisfaction survey delivered near end of first semester

2. Quiz built into tutorial (answers go to a central repository)

3. Quiz for existing academic integrity tutorial
Sophomore/Junior Year: Major Classes
1. Identify how different kinds of evidence are used in arguments in different resources

2. Explain how authorship and point of view contribute to the meaning and use of resources

3. Evaluate a resource's format using the process underlying its creation

All three goals accomplished through integration into Writing 140/Social Issues course
Ideally: one in-person instruction session for every SI section, using active learning techniques (details dependent on instructor & librarian)
Collaborate with Writing Program to develop a short, standardized assignment related to library instruction session
Standardized assignment: submitted online to a central repository
Sample of papers that incorporate research from portfolio: evaluate using a rubric and compare to any sections that did not receive library instruction
1. Develop a research topic or question of a scope appropriate to a 10-12 page paper
2. Generate keywords/related terms from a research topic
3. Identify what types of information are needed to support an argument
4. Effectively locate sources for a research paper

1. Work with faculty to incorporate topic development into course content
2-4: In-person instruction (ideally for every section)
Template for each of the five areas:
Arts & Humanities
Health Sciences
Natural Sciences
Social Sciences
Students required to watch an instructional video before class on the mechanics of locating the full text and requesting items through ILL
Library instruction will emphasize transferable skills for locating sources across interfaces
Research Logs
Filled out gradually as students develop topics and locate sources; submitted online when completed
identify topic
generate keywords
identify information needed
search for and locate sources
Built-in ability for students to alter topic as they go along
1. Identify the nature and structure of primary and secondary sources in a discipline
2. Use information to solve a problem
3. Explain how authority in information is constructed in the context of a discipline
4. Create a product of research that demonstrates at least two types of information literacy (e.g., visual, data, auditory, media)

Information literacy lab section attached to targeted research-intensive classes:
blended class: meets alternately in-person and through online learning modules
developed through collaboration with faculty & librarians
Grounded in problem-based learning: group projects related to students' research from class due at end of semester
write a bill proposing changes in pharmaceutical regulations
create a video for beginning music students
redesign a building to be more sustainable
Student self-evaluation of information literacy skills at beginning and end of semester
Evaluation of final project (determined jointly by faculty and librarian)
Shorter graded assignments throughout lab
1. Demonstrate knowledge of the ethical use of information
2. Demonstrate mastery of locating, using, and evaluating information
3. “Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals” (metaliteracy.org)
Senior seminars: librarians embedded in course management system for research support
Capstone courses (http://dornsife.usc.edu/capstone-classes/) and honors theses: integrated consultations
Senior year: Questions and answers from embedded librarians and consultations
Cumulative: Assessment through an online test
compare to answers from first-year module
include questions asking students to reflect on their research/information behavior
include questions about applying information literacy concepts in career and other postgraduate plans
Other Integrations
Research support through consultations for directed study courses (490) and undergraduate research fellowships
Full-credit course offered once a year (under interdisciplinary studies) in information literacy topics, e.g., intellectual property, big data, media ethics
Citation/plagiarism: build on first-year tutorial by offering faculty workshops jointly with office of Student Judicial Affairs and Community Standards on how best to incorporate practices into assignment design (e.g., build in annotated bibliography steps)
Incorporating others' ideas into one's own writing: scaffolded throughout curriculum and developed through faculty assignment design
Sources Consulted
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