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Navigating Challenges: Teaching Credit-Based Information Literacy Courses

Join Mr. Carl Leak as he discusses the quest to teach information literacy at HBCUs. Explore challenges, solutions, and the role of libraries in curriculum revision. Learn how to engage faculty and students effectively.

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Navigating Challenges: Teaching Credit-Based Information Literacy Courses

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  1. Square Pegs Into Round Holes: The Quest to Teach Credit-Based Information Literacy CoursesHBCU Library Alliance Leadership Institute Presenter: Mr. Carl Leak, Associate Director of Teaching & Learning

  2. Project Outline Part 1: Background Part 2: Preaching to the Choir, Working in Isolated Spaces. Part 3: Rude Awakening Part 4: Learning Our Place, Changing Behavior

  3. What Do You Mean, Information Literacy? Short Definition: The ability to know when information is needed, how to access information and use information ethically and legally.

  4. Why Teach Information Literacy for Credit? • Lack of connection with students • Lack of connection with the faculty • Faculty unsatisfied with student products • Faculty overwhelmed by course load (university budget) • Pressure to show impact of library services on student learning • Revising of General Education curriculum

  5. General Education Revision • Academic Standards voted to restructure the General Education Learning Outcomes • Seven learning outcomes were created Critical Thinking, Critical Reading, Written Communication, Oral Communication, Scientific Literacy, Quantitative Literacy, Information Literacy

  6. Library’s Role in General Education Revision (Implementation) • Librarians received permission to share activities with faculty that addressed new General Education outcomes • Fast forward 2011, 2012: Academic Affairs unhappy with developed courses • Librarians embark on a new adventure

  7. Preaching to the Choir, Working in Isolated Spaces • Do we need faculty status? • How do you develop a course? • What should be the course content? • How do you submit a course? • To whom do you submit a course? • Who else does this?

  8. Rude Awakening • Course not accepted, librarians want to know why • Meeting with Associate Provost for Assessment, Research and Curriculum Dr. Carolynn Berry.

  9. Rude Awakening • Course could not be included in any major or department. • Librarians not qualified to teach (no PhD) • Librarians should be partners, assisting faculty with rubrics/assignments

  10. Learning Our Place, Changing Behavior • Library Statistics – (example of telling a more complete story) • Librarian Involvement on Campus • Librarian/Faculty Partnership • Meeting with Associate Provost for Assessment, Research and Curriculum Dr. Carolynn Berry (2nd meeting) • Gaining Ground

  11. Conclusion • Lessons Learned • Questions/Feedback

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