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Renewable Information Literacy Partnership: Enhancing Energy Education

This course overview presented at the 2004 ALA Annual Conference discusses a scalable, renewable information literacy partnership in academia, focusing on the structure, assignments, grading, and collaboration's uniqueness. The presentation covers the revamped course structure, how it was achieved, and the benefits of continuous learning. With a focus on integrating information literacy skills into the curriculum, the course's scalability and renewability are highlighted, showcasing ways to utilize peer-assisted learning and adapt to new instructors seamlessly.

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Renewable Information Literacy Partnership: Enhancing Energy Education

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  1. Saving our Energy A Scalable, Renewable Information Literacy Partnership Maliaca Oxnam University of Arizona 2004 ALA Annual Conference

  2. Objectives • Overview of course • Uniqueness of the collaboration • Changes • Example assignments • Course grading structure • Common questions 2004 ALA Annual Conference

  3. Course Overview • NATS 101: Earth Resources & the Environment • Instruction Team: • John Kemeny, Mining & Geological Engineering • 3-4 TAs • 1-2 graders • 8-12 preceptors • Semester-based (16-17 weeks) 2004 ALA Annual Conference

  4. Course Overview • 300+ students • 6+ sections, 1-2 preceptor sessions • Structure: • Monday = Lectures • Wednesday = In class Activities • Friday = Computer Labs • Online Portfolio of labs • Final Writing Assignment • Midterm & Final 2004 ALA Annual Conference

  5. What’s so unique? • Revamped entire course • InfoLit presented continuously during semester • Allows student focus, application, & continuous learning • Scalable • Professor & TAs take over presentation of content after 1st Year; Librarian is partner/consultant • Peer assisted learning techniques • Renewable • Easily transferable to new TAs/instructors 2004 ALA Annual Conference

  6. How’d we do it? • Took the summer to acclimate to the idea • Met every 2-3 weeks (Fall 2002) for 2-3 hours • Mapped ideas and activities to lecture topics and course schedule • Constant revision! 2004 ALA Annual Conference

  7. Monday = Lectures Wednesday = Activities Friday = Computer Labs 2 weeks long Online Portfolio of labs Final Writing Assignment Midterm & Final Monday = Lectures Wednesday = Activities Friday = Computer Labs Online Portfolio of labs Each lab includes information competency components and a short writing assignment Web skills & class content Mid-term writing assignment Final Writing Assignment 3 quizzes & Comprehensive Final Course Overview Spring 2002 Spring 2003 & 2004 2004 ALA Annual Conference

  8. Course Grading 2004 ALA Annual Conference

  9. Revamping assignments 2004 ALA Annual Conference

  10. Scalable Instruction • Instruction through the TAs, Instructor, & Preceptors • Information Literacy development is built into the course structure • Assignments are manageable & independent of class size 2004 ALA Annual Conference

  11. Renewable • TAs rotate • Always 1-2 experienced TAs • Requires training for the TAs each semester • Evaluate InfoLit integrations and activities each semester • Preceptors • Preceptors can return in future semesters • Previous students can become preceptors 2004 ALA Annual Conference

  12. Other Activities (2004) • New faculty member • Used Einstein’s Protégés Preceptors • Peer-assisted learning • Trained in basic Information Literacy and Study Skills (Critical Competencies) • Duties • Assist in lab activities • Office hours • Study groups/workshops • Decreased classroom visibility; need to evaluate impact/need 2004 ALA Annual Conference

  13. Common questions • How did your partnership with the faculty form? • How much time did you have to put into this? Fall ’02 = 10 hrs/month + Spring ’03 = 10 hrs/week (14 wks) Spring ’04 = <1 hr/week for 14 weeks • What would I do differently now? 2004 ALA Annual Conference

  14. Do differently? • Further train Prof & TAs • Further change presentation of each Lab and the website to more seamlessly integrate InfoLit skills • Better utilize the preceptors 2004 ALA Annual Conference

  15. Thank you! Course website: http://www.fcii.arizona.edu/poulton/nats101/ Maliaca Oxnam maliaca@u.arizona.edu University of Arizona Library 2004 ALA Annual Conference

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