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This project showcases a faculty-centered approach to integrating information literacy into the curriculum at Eastern Washington University. By collaborating with various departments, librarians and faculty developed clear learning outcomes for students in acquiring, evaluating, and using information. Key elements included intensive workshops, grant funding, and innovative assignment strategies. The project aimed to enhance research competencies throughout students' academic journeys while also addressing the sustainability of these initiatives beyond initial funding. Engagement and feedback loops were crucial for refining strategies and ensuring lasting impact.
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Turning the Tables: A Faculty-Centered Approach to Incorporating Information Literacy into the Curriculum Chadron Hazelbaker, Assistant Professor chazelbaker@ewu.edu Nadean Meyer, Learning Resources Librarian nmeyer@ewu.edu Ielleen Miller, Coordinator of Instruction imiller@ewu.edu Eastern Washington University
Poll: Working with Departments • How do you work with departments to develop information literacy skills?
Past Practices • Set sessions with English composition sequence • Work with individual faculty members who asked for & already valued library instruction • Dr. Hazelbaker… • Assumed students already had research skills • Didn’t know how the librarians could assist
Project Goals: Asked Departments to… • Answer the following questions: • In regards to acquiring, evaluating and using information, what are your student learning outcomes, and what should students be able to do at three different stages within the major? • How will students demonstrate that they have learned these outcomes? • How will you systematize assessment of the students as a whole, to determine if they are learning the above outcomes? And if they don’t appear to be, how will you make changes, or “close the feedback loop”? • What will the librarian’s role be in facilitating these outcomes? • Teach at least 3 courses with revised research components and/or assignments: one at the beginning, one somewhat midpoint, and the last one towards the end of their bachelor’s degree.
Project Logistics • 7 departments in 3 years • Experimented with different time-frames • Paid faculty stipends
Dr. Hazelbaker’sPerspective • Unsure at the beginning… was told would be good for me and would be paid • Positive synergy with other faculty • Got to know the librarians’ skills sets – librarians more than “keepers of the books”; especially liaison who held office hours in department • Discussions about building on each other’s classes very helpful
What Worked Well • Grant funding for participants • Pairing departments to share assignments & strategies • Intensive workshop with active listening • Project goals in worksheet format • Re-cap dinners at the end of the quarters & reflection documents • One coordinator & a champion for project
What Didn’t Work So Well… • Spreading it out over the academic year • Readings for some faculty members • Sequencing skills from beginning to end of major for some departments • Time intensive for librarians, but it blends with other duties & better targets
Project Sustainability • No more grant money, yet wanted to increase number of departments involved • In end of winter 2010, held 3-hour workshop & targeted specific “low-hanging fruit” departments • Initially invited 11 departments; 5 attended kick-off workshop; 3 continued after workshop • Paid stipend out of library budget • Each department works with subject librarian within departmental timeframes, with wrap-up meeting end of each quarter
Questions? • For audience: • What departments at your college would be ready and willing to articulate the research skills they want their students to have? • How would you encourage departments to participate? • ?
