1. Sit by institution or program size Self-define small, medium, or large

2. Sarah Brandt and Sarah Morris - University of Texas at Austin
One small step for your instruction program : Embedding information literacy beyond the one-shot
Sarah Brandt and Sarah Morris - University of Texas at Austin

3. Introductions Sarah Brandt - Librarian for First-Year Programs
Sarah Morris - Learning and Assessment Librarian

4. Our context at the UT Libraries

5. Teaching and Learning Services
Charged with:
Supporting information literacy in lower-division undergraduate courses like introductory Rhetoric and the Signature Courses
Supporting teaching and learning across the libraries, especially with subject-area liaisons

6. Background information: The UGS Program

7. Signature Course Program (UGS)
~9000 students per year
Small (302) and large (303) classes
Vehicle for skills - writing, oral communication, critical thinking, and information literacy
Vary in terms of discipline, subject, and assignments
Issues (that we can’t change) - not every faculty member wants or is required to work directly with us (we can’t change this); Limited staff time - B
Size and variety are why we’ve had to trial and error our way to a plan that allows us to embed our learning outcomes into these classes. - B

8. Learning Outcomes
Students will be able to evaluate sources of information based on criteria such as creation process, authority, currency, relevance, purpose, and perspective.
Students will be able to describe a research strategy that includes choosing an appropriate source of information, type of information, and keywords.
Students will be able to describe the idea that sources of information exist in conversation with each other.
Evaluation, research strategy, and scholarly convo; approved/adopted by UGS.

9. How we embed information literacy skills

10. Work with TAs Orientation sessions for TAs Small group meetings
Train the trainer approaches
Especially for larger classes
Create and share assignments designed for TAs to implement

11. Working with individual classes
Teach a session (or more depending on class size and project needs)
Work with faculty on assignments
Create guides
Conduct workshops for faculty

12. Online Information Literacy Toolkit
Online resource hub where we share sample lesson plans, activities, and guides that TA and faculty can use to embed information literacy in their classes

13. Departmental Graduate Research Assistants (GRAs)
Train them as instructors and have them help with our efforts to embed IL in our programs
Create course guides
Maintain our general how-to guides
Providing consultation and reference support to students

14. Assessment
Conduct large-scale surveys of first-year students to better understand their IL skills
Share results with the UGS program, librarians, and faculty
Conduct faculty surveys to learn how we can best support their work
We often get new ideas for how to support students, faculty, and staff from our assessment efforts

15. Breakout Activities

16. Group Brainstorming
About 12 minutes

17. Group Brainstorming Directions
Divide into groups according to your institution’s size
Small institutions
Medium institutions
Large institutions
Take turns to share with your group
What is your institutional context
How do you currently embed IL skills in your program(s)
Write down ideas you hear that you might want to try at your own institution

18. Share your ideas!

19. Implementation Plan
About 15 minutes

20. Implementation Plan Work with a partner from your group
Take one idea you heard today or that you’ve had percolating and make a preliminary implementation plan.
We’ll ask people to share out ideas

21. Share your ideas & Questions