1 Hitting a Moving Target: Curriculum Mapping, Information Literacy and Academe Kristen A. Bullard The University of Tennessee – Knoxville Assistant Professor.
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Presentation on theme: "1 Hitting a Moving Target: Curriculum Mapping, Information Literacy and Academe Kristen A. Bullard The University of Tennessee – Knoxville Assistant Professor."— Presentation transcript:
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@example.com Diana H. Holden The University of Tennessee – Knoxville Assistant Professor & Agricultural Sciences and Natural Resources Librarian firstname.lastname@example.org
2 The University of Tennessee Libraries is using curriculum mapping as a tool for information literacy integration into science departments.
3 Basics of curriculum mapping UT Libraries’ application of curriculum mapping in a science setting Strategies for implementation Application at other institution Session Overview:
4 Basics of curriculum mapping Benefits Keeping library services relevant Speaking departmental language Marketing to departments Creating point-of-need learning opportunities
5 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
6 Entomology and Plant Pathology program background Pendergrass Agriculture and Veterinary Medicine Library UT Libraries’ application of curriculum mapping in a science setting
7 Curriculum Mapping Pilot Project Identification and examination of courses Curriculum map creation Professor response
8 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
9 Strategies for Implementation Electronic Resources –Blackboard –Web-based One-Shot Classes Workshops targeted at department Integrated library instruction Ongoing consultations with faculty
10 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
12 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.