Transcript Slide 1

Hitting a Moving Target:
Curriculum Mapping,
Information Literacy and
Academe
Kristen A. Bullard
The University of Tennessee – Knoxville
Assistant Professor & Instructional Services Coordinator
[email protected]
Diana H. Holden
The University of Tennessee – Knoxville
Assistant Professor & Agricultural Sciences and Natural
Resources Librarian
[email protected]
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The
University of
Tennessee
Libraries is
using
curriculum
mapping as a
tool for
information
literacy
integration
into science
departments.
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Session Overview:
• Basics of curriculum mapping
• UT Libraries’ application of
curriculum mapping in a science
setting
• Strategies for implementation
• Application at other institution
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Basics of curriculum mapping
Benefits
• Keeping library services relevant
• Speaking departmental language
• Marketing to departments
• Creating point-of-need learning
opportunities
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UT Libraries’ application of curriculum
mapping in a science setting
Project Background
• English composition at the University
of Houston
• The University of Tennessee
–
–
–
–
Communication Studies 210
English Composition
Graphic Design
Engineering
• Struggles with science
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UT Libraries’ application of curriculum
mapping in a science setting
• Entomology and Plant Pathology
program background
• Pendergrass Agriculture and
Veterinary Medicine Library
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Curriculum Mapping Pilot Project
• Identification and examination of
courses
• Curriculum map creation
• Professor response
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Curriculum Map of EPP Course
Standard 1:
Determines
the nature
and extent of
the
information
needed.
Standard 2:
Accesses
needed
information
effectively
and
efficiently.
Standard 3:
Evaluates
information
and its
sources
critically.
Standard 4:
Integrates
information
effectively to
accomplish
a specific
purpose.
Standard 5:
Understands
economic,
legal, and
social issues
surrounding
the use of
information.
EPP 410:
Diseases
and Insects
of
Ornamental
Plants
Basic
proficiency understands
different
sources may
be needed
Basic
proficiency demonstrates
the use of
library
databases
and catalog
Basic
proficiency explains the
difference
between
scholarly and
popular
material
Basic
proficiency synthesizes
information
into new form
Basic
proficiency uses
information
ethically by
citing sources
correctly
Assessment
Ideas
Writes
research
question and
search
strategy
Maintains
detailed
research log
Reviews and
critiques
selected
resources
Completes
research
paper
Demonstrates
ethical use of
information
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Strategies for Implementation
• Electronic Resources
– Blackboard
– Web-based
• One-Shot Classes
• Workshops targeted at department
• Integrated library instruction
• Ongoing consultations with faculty
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Application at Other Institutions
• Review curriculum requirements
• Analyze individual courses, and existing
and potential information literacy
integration
• Create draft curriculum map
• Meet with selected faculty members
• Make revisions based on conversations
with faculty
• Market curriculum map to the whole
department
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Thank you!
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Bibliography
Information Literacy Competency Standards for
Higher Education. (2000). American Library
Association. Web site:
http://www.ala.org/acrl/ilcomstan.html
Koppang, A. (2004). Curriculum mapping: Building
collaboration and communication. Intervention in
School & Clinic, 39(3), 154.
Triche, S., & McKnight, D. (2004). The quest for
method: The legacy of Peter Ramus. History of
Education, 33(1), 39.
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