Open Access. Powered by Scholars. Published by Universities.®
- File Type
Articles 1 - 11 of 11
Full-Text Articles in Entire DC Network
Integrating Information Literacy Into The Core Curriculum: Creating Sustainable Models, Susan [Gardner] Archambault, Glenn Johnson-Grau, Elisa Slater Acosta, Jennifer Fabbi, Erin Rinto
Integrating Information Literacy Into The Core Curriculum: Creating Sustainable Models, Susan [Gardner] Archambault, Glenn Johnson-Grau, Elisa Slater Acosta, Jennifer Fabbi, Erin Rinto
Elisa Slater Acosta
Campus collaboration to embed information literacy learning outcomes into curricula, courses, and assignments is essential to achieving the academic library’s primary goal of developing information-literate learners. Panelists from a private, medium-sized university and a large public university with strong information literacy programs will bring attention to three categories of success articulated in ACRL’s Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline regarding planning, placement in the curriculum, and outreach.
Taking Active Learning To The Next Level: Increasing Student Engagement By Blending Face-To-Face Instruction And Digital Learning Objects, Lindsey Mclean, Elisa Slater Acosta
Taking Active Learning To The Next Level: Increasing Student Engagement By Blending Face-To-Face Instruction And Digital Learning Objects, Lindsey Mclean, Elisa Slater Acosta
Elisa Slater Acosta
The instruction librarians at a four-year, private university developed a multi-year information literacy instruction program to meet recently implemented information literacy learning outcomes in the university’s new core curriculum. The sequential information literacy instruction program includes two required library interventions in the first year - a tutorial to introduce students to basic information literacy concepts and a face-to-face library instruction session to build on the concepts learned in the tutorial. This structured program has presented many opportunities for the librarians to experiment with and assess creative and innovative approaches to instruction. In this presentation we will discuss one such approach …
Faculty Power: A Renewable Energy Source For Teaching Information Literacy, Elisa Slater Acosta, Susan Gardner Archambault
Faculty Power: A Renewable Energy Source For Teaching Information Literacy, Elisa Slater Acosta, Susan Gardner Archambault
Elisa Slater Acosta
How can instruction librarians best utilize diminishing resources to support expanding information literacy initiatives on their campus? To be successfully implemented on campus, information literacy depends on collaboration between faculty and librarians. Participants will learn about using “train the trainer” methodology to advance and sustain information literacy programs at their home institution. In “train the trainer” workshops, faculty are educated about information literacy through classroom activities, guided discussions, and library resources. This session will present methods for collaborating with faculty in order to empower them to integrate information literacy and library resources into the curricula. Participants will learn about a …
Information Literacy In The New Core Curriculum, Elisa Slater Acosta
Information Literacy In The New Core Curriculum, Elisa Slater Acosta
Elisa Slater Acosta
Faculty and librarians at Loyola Marymount University (LMU) are partnering to embed important information literacy skills into the new core curriculum. Beginning fall 2013, every freshman at LMU will spend some mandatory time in their Freshman Seminar course developing basic information literacy skills. The same skills will be reinforced and enhanced in their Rhetorical Arts course the following semester. This will provide the foundation for students to later develop more advanced information literacy skills during a required course that has been “flagged” for information literacy at the upper level. This tiered and systematic approach will allow for a more consistent …
Lmu Information Literacy Program Recognized As An Exemplary Program, Elisa Slater Acosta, Susan [Gardner] Archambault, Lindsey Mclean
Lmu Information Literacy Program Recognized As An Exemplary Program, Elisa Slater Acosta, Susan [Gardner] Archambault, Lindsey Mclean
Elisa Slater Acosta
The Association of Colleges and Research Libraries (ACRL) has added LMU to its Exemplary Programs page. These programs are recognized as embodying the best practices in the document “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline” and grading rubric. The LMU Information Literacy Program has been recognized in two categories:
Category 2: Goals and Objectives
Category 5: Articulation within the Curriculum
Training The Trainers: Faculty Development Meets Information Literacy, Susan Gardner Archambault, Elisa Slater Acosta
Training The Trainers: Faculty Development Meets Information Literacy, Susan Gardner Archambault, Elisa Slater Acosta
Elisa Slater Acosta
Librarian and faculty collaborations are the most essential component of any successful information literacy program. How can librarians entice faculty to collaborate? A wide range of outreach strategies have been chronicled in the literature, including brown bag lunch discussions, faculty focus groups, librarian-faculty grants, librarian participation in faculty governance, and workshops. Collaboration can also occur as a result of accreditation or program review requirements. This session will focus on the method of hosting “train the trainer” workshops to present key information literacy concepts to faculty and stimulate ideas for embedding information literacy into the classroom. We will present a broad …
The Campaign For Information Literacy: Politics, Personalities, & Perseverance, Elisa Slater Acosta
The Campaign For Information Literacy: Politics, Personalities, & Perseverance, Elisa Slater Acosta
Elisa Slater Acosta
In early 2010, Loyola Marymount University (LMU) adopted information literacy as an Undergraduate Learning Outcome. How did this transpire? Several strategies were used by librarians to promote information literacy, including the development of effective working relationships with the Office of Assessment and the Center for Teaching Excellence. Librarians also implemented several additional “High-Impact Educational Practices.” As a result, information literacy is now a new core curriculum outcome and faculty can apply for grant money to integrate information literacy into their courses. The second half of this presentation will describe how LMU assesses information literacy for WASC accreditation. The LMU librarians …
Navigating The One-Shot Instruction Session: Using Assessment To Drive Instruction, Elisa Slater Acosta
Navigating The One-Shot Instruction Session: Using Assessment To Drive Instruction, Elisa Slater Acosta
Elisa Slater Acosta
Every year we use assessment to improve library instruction for freshman English students. This presentation addresses the perennial problem that many instruction librarians face: “How can we assess student learning outcomes in a one-shot instruction session?” Loyola Marymount University’s Reference Department created a standardized introduction to the research process applicable to any topic, developed learning objectives, and measured them for three years. Discover how we unlocked our freshman instruction gridlock! The presenter will highlight successes and potholes on the road to student learning. The Assessment Ride Share consists of: a worksheet and grading rubric, interactive online LibGuide, keyword self-quiz, pre-lesson …
The Assessment Buffet, #11;Coming Back For Thirds, Elisa Slater Acosta
The Assessment Buffet, #11;Coming Back For Thirds, Elisa Slater Acosta
Elisa Slater Acosta
Every year we use assessment to bake a better batch of library instruction for freshman English students. This presentation addresses the universal challenge that many instruction librarians face, “How can we assess student learning outcomes in a one-shot instruction session?” LMU’s Reference Department created a standardized introduction to the research process which could apply to any topic, developed learning objectives, and measured them for the three years. The presenter will highlight assessment successes and what went back to the Test Kitchen. Our assessment buffet consists of a variety of sweet dishes: a worksheet and grading rubric, interactive online LibGuide, keyword …
Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta
Using A Rubric To Assess Freshman English Library Instruction, Susan Gardner Archambault, Elisa Acosta
Elisa Slater Acosta
Loyola Marymount University’s (LMU) Reference Department redesigned their freshman English library instruction so that all freshmen get a consistent and measurable experience using the library. In order to move to a more outcomes-based approach that measures what students can do with the information literacy skills we teach them, the Department designed an interactive five-module introduction to the research process that can be evaluated. All teaching materials were inserted onto a “LibGuide” content management system. Students sequentially complete an “English 110 Library Research Worksheet” as they work through the five-module research process and receive library instruction.
The Department also designed a …
Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner
Solving The Rubrics Cube: Using Assessment To Sharpen Library Instruction, Elisa Slater Acosta, Susan Gardner
Elisa Slater Acosta
Loyola Marymount University's (LMU) Reference Department designed a rubric to measure student learning outcomes for freshman English. Students sequentially completed an "English 110 Library Research Worksheet” during library instruction. The rubric which is set up to analyze learning outcomes from parts of the ACRL Information Literacy Competency Standards for Higher Education is applied to collected student worksheets. The Department undertook a multi-step process to try to calibrate the rubric and achieve consensus estimates of inter-rater reliability. During fall 2009, reference & instruction librarians collected 755 worksheets and graded a random sample of 100 students. This poster session will present the …