Informanon L|teracy Instrucnon |n I|rst ear Sem|nars at CSUM8

8yne Leuzlnger (rleuzlnger[csumb.edu) Cal SLaLe MonLerey 8ay

lnLroducuon edagoglcal Approach

uurlng Lhe 2012 - 2013 academlc year CSuM8 lmplemenLed a group of
courses, referred Lo as llrsL ?ear Semlnars, devoLed Lo helplng freshman
Lransluon from hlgh school Lo college. llrsL ?ear Semlnars aL CSuM8 are
requlred for all freshman and lnvolve an lnLerdlsclpllnary approach wlLh
courses focuslng on Loplcs such as ulglLal Medla ArLs & CulLure and
MuluculLural PealLh. AmongsL Lhe four learnlng ouLcomes embedded ln l?S
courses ls one devoLed Lo lnformauon llLeracy: "Students choose a top|c
appropr|ate to the ass|gnment, |dennfy search terms re|evant to the top|c,
eecnve|y search for and |dennfy sources us|ng the ||brary books and
arnc|es search too| and eva|uate the re|evance of search resu|ts." 1hls
learnlng ouLcome provldes llbrarlans and course lnsLrucLors wlLh an
opporLunlLy Lo collaborauvely help sLudenLs bulld vlLal research skllls early ln
Lhelr college careers.


What k|nd of assessment have we used to determ|ne |f IL |nstrucnon |s
meenng |earn|ng outcomes?

l?S lnsLrucLors are asked Lo evaluaLe
sLudenLs work uslng a gradlng
rubrlc. ln Lhe fuLure we would llke Lo
gaLher daLa on Lhe exLenL Lo
whlch Lhe rubrlc has been used.










A survey was dlsLrlbuLed Lo l?S sLudenLs and lnsLrucLors aL Lhe end of Lhe fall
2012 semesLer. 8esulLs showed LhaL sLudenLs and lnsLrucLors generally have
a posluve response Lo Lhe lncorporauon of an lL focused sesslon ln Lhelr
course.










An assessmenL pro[ecL ls underway durlng Lhe summer of 2014 LhaL uullzes
1asksLream soware. 8esulLs have shown LhaL sLudenLs aL CSuM8 show
some lmprovemenL ln lL skllls as Lhey progress Lhrough Lhelr college careers,
buL overall Lhey need more supporL aL all levels. 1he campus wlll be
speclfylng and addresslng Lhese needs over Lhe nexL few years.



Content



















1each|ng Strateg|es

1he Leachlng approach employed by llbrarlans aL CSuM8 draws heavlly on
Lhe lpped classroom" model. 1hls Lyplcally lnvolves sLudenLs compleung
Lhe above LuLorlals ln advance of a llbrarlan led sesslon of Lhelr class. 1hls
allows llbrarlans Lo devoLe Lhe bulk of class ume Lo acuve learnlng acuvlues
such as



























Cur model holds LhaL eecuve llbrary lnsLrucuon requlres a clear and expllclL
llnk Lo an asslgnmenL for lL Lo besL asslsL ln meeung learnlng ouLcomes.
ln- class acuvlues are bullL around a speclc asslgnmenL as well as
consulLauon wlLh lnsLrucLors regardlng whlch aspecLs of Lhe research
process have posed Lhe mosL dlmculLy for Lhelr sLudenLs ln Lhe pasL (wlLhln
Lhe scope of Lhe l?S lL learnlng ouLcome).


A co||aboranve approach to Integranng Informanon L|teracy |nto IS

Iacu|ty ||brar|ans created the word|ng for the IS |nformanon ||teracy
|earn|ng outcomes w|th consu|tanon from the campus commun|ty.



IS |nstructors rece|ve a year|y or|entanon to |earn|ng outcomes and
re|ated mater|a|s from the IS coord|nator dur|ng facu|ty deve|opment
week.







IS |nstructors are g|ven access to a Goog|e s|te that has resources on
|nformanon ||teracy, rubr|cs, ass|gnment gu|des, and ||brary or|entanon
acnv|nes.



IS |nstructors rece|ve access to |nteracnve tutor|a|s that can |mp|emented
|nto CSUM8's course management system.






L|brar|ans are ava||ab|e to co||aboranve|y p|an an ass|gnment and teach an
|n-c|ass sess|on for each IS oer|ng. L|brar|ans may a|so create a c|ass
resource webpage that d|rects students to appropr|ate reference sources
and on||ne scho|ar|y databases for use dur|ng and aher the |n-c|ass sess|on.
SLudenLs ln l?S courses are Lyplcally
asslgned Lwo LuLorlals, wlLh Lhe rsL
focuslng on chooslng a Loplc approprlaLe
Lo Lhe asslgnmenL and ldenufylng search
Lerms relevanL Lo Lhe Loplc. 1he second
ls devoLed Lo eecuvely searchlng for
and ldenufylng sources uslng Lhe
llbrary's books and arucles search Lool
and subsequenLly evaluaung Lhe
relevance of search resulLs. 1he LuLorlals
conLaln Loplc overvlews, examples, and
muluple cholce quesuons and are
accesslble vla CSuM8's course
managemenL sysLem.
1h|nk-a|r-Share
Cne M|nute apers

1. V|ew|ng |mp|ementanon as |teranve: lormallzlng lnformauon llLeracy
lnsLrucuon wlLhln CSuM8's l?S program has been an lLerauve process.
Cur approach has been rened over Lwo decades, assessmenL and
reference Lo besL pracuces have helped us develop a beuer model.
2. Lmp|oy|ng a co||aboranve approach: ln order Lo be as lmpacuul as
posslble an lL lnsLrucuon plan musL have lnpuL and supporL from dlsclpllne
lnsLrucLors and any oLher relevanL members of Lhe campus communlLy.
CpporLunlues for llbrarlans Lo paruclpaLe ln faculLy governance and oLher
campus groups or commluees can be lnvaluable ln semng Lhe sLage for
sLrong collaborauon ln an l?S conLexL.

3. Str|v|ng to max|m|ze resources: Cur assessmenL eorLs have shown LhaL
Lhe lpped classroom model does an eecuve [ob of maxlmlzlng llmlLed
resources (such as llbrarlans and sLudenLs ume) ln sLrlvlng Lo meeL Lhe lL
learnlng ouLcome.
V|ew a pdf of the poster at the fo||ow|ng ||nk
as we|| as mater|a|s referred to |n the poster
hup:]]goo.g|]8nrwck
Llbrarlans sLrlve Lo
provlde ln-class
lnsLrucuon for as many
l?S secuons as posslble
and wlll conunue uslng
varlous forms of ouLreach
Lo faculLy, such as
auendlng deparLmenL
meeungs, Lowards Lhls
eorL.
arna| IL Grad|ng kubr|c for IS
AssessmenL
o|||ng
Concept Mapp|ng
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