Brick & Click 2015

William DoolingReference & Instructional Services Librarian

Creighton University

Mary NashHead of Reference

Creighton University

ALL THE WRONG PLACESLooking For (and Finding) Information Literacy in the

Undergraduate Curriculum

Creighton Student Profile

The Core Curriculum, 1993-

ENG 150: Expository Writing Required, first-year course (3 credits) Library instruction embedded in the master syllabus

Freshman Seminar Orientation for first-year students (1 credit, P/F) Optional library tour, Jeopardy game, or tutorial

Whither the Library, 2000-

Who moved my cheese?

ENG 150

Whither the Library, 2006-

Ratio Studiorum Program (RSP): Library Live! classroom session

Library Encounter Online (LEO) tutorial

Research Assistance Program (RAP) Communication Studies and the Library

The Magis Core Curriculum, 2014-

Learning Outcome 2:

“All Creighton University graduates will demonstrate critical thinking skills.”

Learning Outcome 2.I.1:

“Students will develop the basic skills of information literacy, including searching for information, critically evaluating information from sources, and appropriately using and citing information.”

Building the ScaffoldRatio

Studiorum Program

(RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

Building the Scaffold

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

Ratio Studiorum Program

(RSP)

Building the ScaffoldQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

The ScaffoldQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

The Scaffold: RSPQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

● Introduces the library’s physical space

● Introduces basic title and author searching

● Is FUN!

The Scaffold: LEOQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

● Introduces search strategies and general e-resources

● Identical for all students

● Taken for a grade

The Scaffold: CIHIQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

● Occurs in class

● Geared toward a particular subject

● Introduces subject-specific resources

The Scaffold: RAPQuest for the Cup (RSP)

LEO Tutorial

“Critical Issues” Class

Research Assistance Program

(RAP)

● Tailored to individual student needs

● Extends beyond freshman year

● Student-initiated

Ratio Studiorum Program (RSP)

Will Dooling kicks off “Quest for the Cup” in the library classroom.

Library Encounter Online (LEO)

“Critical Issues in Human Inquiry”

“Critical Issues” (Pick 3)

Information Literacy Map (Pick 3)

By Maoria Kirker, Instructional Services & Assessment Librarian, George Mason University

The Scaffold, Fall 2015Ratio Studiorum

Program(207 students)

LEO Tutorial(534 students)

Critical Issues Class(~225

students)

RAP Session(~75 students)

Out of About 1,000 total students

Advantages of this Approach

❖ Reinforcement occurs in different classes and subjects

❖ Little overlap, students learn something new every session

❖ Easily customizable to specific assignments

❖ …but some parts are the same for all students

Remaining Challenges

❖ Our in-class appearance is still a one-shot

❖ Students can encounter the scaffold “out of order”

❖ RSP and CIHI require more promotion

❖ Minimal reinforcement beyond freshman year

❖ How can we assess student learning outcomes?

Projected Curriculum Map

Information Literacy Assessment

William Doolingwilliamdooling@creighto

n.edu

Mary Nashmarynash@creighton.ed

u

Questions? (Answers?)