Analyzing Your Instructional Environment: Working Your Way Through Instructional Programming ACRL Instruction Section, Management & Leadership Committee Sarah Naumann, Mills College Melissa Gold, Millersville University

Introduction Introduction & overview of the Workbook Use the entire workbook, or just sections of it that work for your current needs Useful for: Inventorying your environment Future planning link to document, Analyzing Your Instructional Environment: A Workbook: website/projpubs/aie/aie.pdf

I. Programmatic Approaches to analyzing Instructional Programs

II. Learner Characteristics Determine the unique characteristics of your learners and learning environment Use the charts to enter in demographics:

Personal & Social Characteristics II. Learner Characteristics Includes charts areas for: Employment, Internships & Job skills

By the numbers... Unique students served Locations used Total instructional time, prep-time Materials prepared Map it! Identify who, what, when, where, how Provides holistic view of curriculum One size may NOT fit all III. Current Library Instruction Take stock & Keep in Context

III. Current Library Instruction OutcomeCourse Names or Numbers: ENG 101 SPCH 102 Pol Sci Confers with instructors and participates in class discussions...to identify a research topic, or other information need. F: I L: R F: I L: R F: I L: R 2. Develops a thesis statement and formulates questions based on the information need. F: I L: R F: I L: R F: I L: R 3. Explores general information sources to increase familiarity with the topic. L: I F: R L: I F: R L: I F: R Curriculum Mapping Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: The information literate student defines and articulates the need for information.

LIBRARY CURRICULAR ACTIVITIES 1. Information literacy skills.* 2. Open intellectual environment with access to a wide range of information. 3. Community of diverse people, thoughts and perspectives. Library Instruction Reference Desk Appointments 320 Academic Advising 110 Outreach 123 Resource Selection 132 Cataloging 132 Web Design 231

What we should be doing… What classes have research components? What classes are required? Are we missing departments? IV. IL Across the Curriculum Departmen t Course Number Student levelCurrently part of instruction program? If Yes, amount of time allotted for information literacy? Core concepts covered How was this course identified? Biology205FreshmanYes50 minutesPrimary vs secondary literature; Biological Abstracts database Course descriptions 275Freshman/Sop homore No50 minutesGoogle Scholar, Finding and evaluating articles Conversation with Faculty More maps!?%#

IV. IL Across the Curriculum Our map (?)

V. Resources Inventory of people, places, tech, & support Librarians & Duties Classrooms & available tech Tech Support Professional Development Do you need more resources? What can you do with what you have? Can we do all that?

VI. Modes and Methods Planning Who is your audience? What method will you use? How will effectiveness be measured? What are the costs? Who will be in charge?

Inventory VI. Modes and Methods Methods of Instruction Audience Includes Active Learning Includes Feedback/ Assessment Number of In Person/Online Sessions Number of Participants Number of Hits (online resources) In Person: Formal course-integrated, curriculum-based class/workshop instruction For-credit Library Course “Drop in” content-specific class/workshop Formal content-specific class/workshop

VII. Beyond the Library Campus environmental scanning: groups that are typically found at academic institutions may have an impact on library information literacy programs Examples: Faculty Governance, Curriculum planning, Teaching, Research, Service, Student life & activities, General education review committee, Assessment committee

Conclusion Thank you for joining us! We hope you discovered ways in which you can use all or part of the Workbook in your institution. Contact: Melissa Gold Sarah Naumann