scholarly journals Connecting and Collaborating with Faculty through Curriculum Mapping

2019 ◽  
pp. 219-229
Author(s):  
Elizabeth Young Miller
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Degree Program ◽  
Curriculum Mapping ◽  
Curriculum Review ◽  
Course Objectives ◽  
Teaching Faculty ◽  
Required Courses

In my role as the seminary liaison librarian, I utilize curriculum mapping to connect and collaborate with seminary faculty. After sitting at the table during a recent curriculum review, I began mapping gatekeeping measures and course objectives to the Framework for Information Literacy for Higher Education. Partnering with teaching faculty, I flagged certain required courses and developed assessments and exercises to measure information literacy at various stages in the MATS degree program.

scholarly journals Giving Government Information the Green Light: Creating and Using the Stoplight Evaluation Guide in the Information Literacy Classroom

2016 ◽  
Vol 44 (1) ◽  
pp. 14 ◽  
Author(s):  
Kathy Karn-Carmichael ◽  
Kari D. Weaver
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Green Light ◽  
Search Strategies ◽  
Government Information ◽  
Scholarly Publications ◽  
Library Resources ◽  
Teaching Faculty

Guiding students to use appropriate information for research can be a difficult task in the higher education classroom. As students enter the collegiate ranks, librarians and teaching faculty must work hard to move students away from their Google-centric search strategies and instead use databases of scholarly publications and other appropriate library resources.

scholarly journals Framing and Painting the Library

2021 ◽  
pp. 237-245
Author(s):  
Elizabeth Young Miller
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Lessons Learned ◽  
Complete Picture ◽  
Library Services ◽  
Curriculum Mapping ◽  
Degree Programs ◽  
Library Instruction ◽  
Existing Frames ◽  
Current Curriculum

Moravian’s seminary liaison librarian utilizes existing frames and standards to map to the seminary’s curriculum and existing services in order to paint a complete picture of all the library offers. Using lessons learned from mapping the curriculum of the MATS program to the Framework for Information Literacy for Higher Education, the current curriculum mapping iteration has expanded to focus on courses required across degree programs. The curriculum mapping across degree programs not only provides ideas on how to scaffold library instruction, but it also serves as a stepping stone for mapping instruction and library services to the ATS and Middle States standards.  Aligning the library’s projects, resources, and services to standards that matter to seminary administration and faculty can generate awareness of the important role the library serves.

scholarly journals FILL for Future (F4F) – Framework Information Literacy Lessons digital

2021 ◽  
Vol 55 (7) ◽  
pp. 394-415
Author(s):  
Tessa Sauerwein
Keyword(s):  
Higher Education ◽  
Information Literacy

Zusammenfassung Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

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