1. Information Literacy Embedded in the Curriculum: A Collaborative Process or One way to spend your grant money Jenny Groome, Reference Librarian Jack Dougherty, Assistant Professor David Tatem, Academic Computing Specialist Trinity College, Hartford CT

2. CTW Mellon Grant for Information LiteracyCTW Mellon Grant for Information Literacy Overview CTW Mellon Grant for Information LiteracyCTW Mellon Grant for Information Literacy –Focus on CTW as a consortium –Grant from the Andrew W. Mellon Foundation to support collaborative programs in Information Literacy for CTW Consortium (Connecticut College, Trinity College, Wesleyan University) –Co-written by library and academic computing staff of the CTW Consortium. –Each school developed projects specific to the individual campus, and then shared the projects

3. Information Literacy at Trinity College Information Literacy for First Year Seminars and Special Programs (Sessions built around assignments specific to the individual seminar) Discipline-specific Information Literacy skills for majors Courses designed to integrate Information Literacy skills

4. Course-Development Grants Part of grant money was used for Faculty Course-Development Grants that met the following criteria: For gateway classes, to meet the specific Information Literacy needs of the major Developed within the course; Information Literacy component remains even if another faculty member teaches the course Awarded to Trinity faculty for the integration of Information Literacy instruction into teaching and assignments.

5. Course Development Grants for Faculty Call for Proposals Awarded eight course development grants for courses taught Fall ’03 through Fall ‘04Awarded eight course development grants Support the collaboration of faculty with library and academic computing liaisons in the development of syllabi, assignments and teaching tools that address the established standards for Information Literacy Courses that are required for all majors or constitute core introductory courses for a discipline or program. Outcomes will be shared with other colleagues, both locally and in the CTW consortium Syllabi to include assignments and assessment of student learning.

6. Process Each course assigned a support team of a Librarian and Academic Computing Specialist who serve as liaisons to the academic departments, as well as a member of the Implementation Team. Support team to work with faculty throughout the course development.

7. Process Support Team and Faculty meet in early stages of planning –Clarify pedagogy, if necessary –Standards to be incorporated –Assignments to be used –Appropriate methods and approaches to be used –Articulation of assessment of the student. Ongoing meetings to address specific tasks. Teach course Assessment of standards. Evaluate what worked

8. Guidelines Articulate which competencies are to be practiced Embed into the course and tie directly to class assignments –How will it be addressed within the assignment (either long-term or short-term assignments) –Where in the syllabus will the instruction and assignments fall? Conduct during class time Assess student learning outcomes –Which competencies are assessed? Exactly what are the outcomes? Share results within CTW Consortium, and when appropriate, with a wider audience.

9. Information Literacy Embedded in the Curriculum. One Example: Educational Studies 300 Education Reform – Past & Present Jack Dougherty, Assistant Professor

13. Previous assignment:

14. Revised assignment:

18. Previous assignment:

19. Improved assignment:

21. More Information As requested during the presentation at NELIG, we are including.pdf files of the previous images. Syllabus Source Posting Questions Example 1 Example 2

22. Information Literacy at Trinity College Academic Computing’s role David Tatem Resource Specialist for the Social Sciences

23. Part of the Team A member of Academic Computing worked with the faculty member and librarian on each grant Each department has a Resource Specialist assigned to it Usually Resource Specialist and Librarian had worked with the faculty member before

24. Information Literacy Standards condensed from ALA 1.Identify Information Needs and Resources 2.Collect Information Effectively and Efficiently 3.Evaluate Collected Information Critically and Creatively 4.Present Information for a Specific Purpose 5.Use Information Ethically and Legally

25. Present Information for a Specific Purpose Identifies the purpose, audience and format of the presentation (e.g. research papers, poster sessions, web sites, oral presentations, creative productions) Chooses appropriate technologies for the display of information Utilizes digital text, images, and data and reformats them into a new context, as needed

26. Present Information for a Specific Purpose PowerPoint Presentations GIS Mapping Charts and Graphs using Excel Web Page Design – Web Essays Displaying Digital Images or Video

27. Technical Support Ensure use of technology was appropriate for instructor’s goals in the course Give suggestions on the use of technology including email, Blackboard, Software such as SPSS or GIS Feasibility of projects such as web pages or digital video Building specific modules – Plagiarism, Math self-assessments etc

28. Dissemination LOLA – Learning Objects Learning Activities http://www.lolaexchange.org ALL final products will be cataloged here ALL projects were designed to be shared and reused by other faculty members both at Trinity and other schools

29. Items in LOLA Library modules for First Year Seminars –Web Evaluation –Database Searching Watkinson Activity Plagiarism Module – still to come

30. Additional Information Information Literacy at Trinity College Course Development Grants to Integrate Information Literacy InstructionCourse Development Grants to Integrate Information Literacy Instruction CTW Mellon Project for Information LiteracyCTW Mellon Project for Information Literacy More information will be loaded to these pages over the course of the grant, which concludes at the end of Fall 2004 semester.