The Faculty Learning Community The Faculty Learning Community for Improving Student Research for Improving Student Research

LiteracyLiteracy HISTORYHISTORY

– Began in 2004; 5Began in 2004; 5thth group for 08/09 group for 08/09– Year long FLC (academic year)Year long FLC (academic year)– Comprised of Faculty and Librarians (2:1 Comprised of Faculty and Librarians (2:1

ratio)ratio)– Facilitator is a LibrarianFacilitator is a Librarian– Partnership between the Library and CELTPartnership between the Library and CELT

The Faculty Learning Community The Faculty Learning Community for Improving Student Research for Improving Student Research

LiteracyLiteracy HISTORYHISTORY

– 45 faculty 45 faculty membersmembers

– Most Most departments on departments on campus (all campus (all schools)schools)

– Includes faculty Includes faculty on regional on regional campusescampuses

General Goals of the FLCGeneral Goals of the FLC Share and discuss research and information needs within Share and discuss research and information needs within

participants’ coursesparticipants’ courses Develop and/or improve research assignments within Develop and/or improve research assignments within

participants' coursesparticipants' courses Share and discuss ideas and new perspectives on Share and discuss ideas and new perspectives on

improving information literacy in the curriculumimproving information literacy in the curriculum Explore and investigate methods of accessing and using Explore and investigate methods of accessing and using

information ethicallyinformation ethically Foster collaboration between faculty and librarians across Foster collaboration between faculty and librarians across

disciplinesdisciplines Engage students as active participants in and contributors Engage students as active participants in and contributors

to the learning environmentto the learning environment Develop new approaches for weaving technology and Develop new approaches for weaving technology and

information competencies into the classroominformation competencies into the classroom

Practical FLC GoalsPractical FLC Goals

Further educate faculty about Further educate faculty about information literacyinformation literacy

Provide as a venue for assignment Provide as a venue for assignment enhancementenhancement

Foster faculty/librarian partnershipsFoster faculty/librarian partnerships Supplement outreach for information Supplement outreach for information

literacyliteracy

Community LearningCommunity Learning

TerminologyTerminology Integrative use of information literacy in Integrative use of information literacy in

the classroomthe classroom ““Aha moments”Aha moments”

– Information Literacy is not an “add on”Information Literacy is not an “add on”– It’s more than “library day”!!It’s more than “library day”!!

Structure during the yearStructure during the year

Opening Retreat Opening Retreat – Community NormsCommunity Norms– Basic overview of ILBasic overview of IL

MeetingsMeetings– 5 to 6 per semester5 to 6 per semester– Various topicsVarious topics– First semester focused on IL theoryFirst semester focused on IL theory– Second semester focused on practical aspectsSecond semester focused on practical aspects

Structure during the yearStructure during the year

ProjectsProjects– Varies By YearVaries By Year– End of year project to reconstruct syllabiEnd of year project to reconstruct syllabi– Other open ended projects depending on Other open ended projects depending on

interests of FLC membersinterests of FLC members– Conference presentations on FLC projectsConference presentations on FLC projects

IncentivesIncentives– $1000 professional development$1000 professional development– Team building meetings with refreshmentsTeam building meetings with refreshments

Featured ProjectsFeatured Projects

Citation Analysis of Student Research Citation Analysis of Student Research PapersPapers– Compared Papers of Students who received Compared Papers of Students who received

IL instruction and those who didn’tIL instruction and those who didn’t» Increased grade for students who had instructionIncreased grade for students who had instruction» More robust sources used More robust sources used

Hurst, S. & Leonard, J. “Garbage In, Garbage Out: The Effect of Library Hurst, S. & Leonard, J. “Garbage In, Garbage Out: The Effect of Library Instruction on the Quality of Students’ Term Papers”.  E-JASL: The Instruction on the Quality of Students’ Term Papers”.  E-JASL: The Electronic Journal of Academic and Special Librarianship 8.1 (2007) Electronic Journal of Academic and Special Librarianship 8.1 (2007)

Featured ProjectsFeatured Projects

Information Literacy Perception SurveyInformation Literacy Perception Survey– Designed for students in courses of FLC Designed for students in courses of FLC

membersmembers– Questions that gauged student feelings on:Questions that gauged student feelings on:

» Research habitsResearch habits

» Resource useResource use

» Library useLibrary use

» Library servicesLibrary services

– Results utilized to improve class activities Results utilized to improve class activities and assignmentsand assignments

Featured ProjectsFeatured Projects

Assignment RevisionAssignment Revision– Faculty work with librarians (on FLC and Faculty work with librarians (on FLC and

outside FLC) to revamp a syllabus for a outside FLC) to revamp a syllabus for a course to be taught in the next academic course to be taught in the next academic yearyear

– FLC discussions provide framework and FLC discussions provide framework and feedbackfeedback

ChallengesChallenges Marketing can be a challengeMarketing can be a challenge

– What do we call it?What do we call it?– How do we convince faculty that they can How do we convince faculty that they can

grow in this area?grow in this area? Are they faculty or students? Are they faculty or students? Not everyone will be happy (or Not everyone will be happy (or

converted)converted)

Further PartnershipsFurther Partnerships

More robust More robust integration into integration into department department curriculumcurriculum

Increase in Increase in liaison/faculty liaison/faculty interactionsinteractions

More assignmentsMore assignments

FeedbackFeedback

““The librarians involved with the community are The librarians involved with the community are a tremendous asset. I am impressed by their a tremendous asset. I am impressed by their expertise and what they have to offer faculty expertise and what they have to offer faculty and students”and students”

““This community provides a good opportunity to This community provides a good opportunity to reflect on our teaching, and gives ways in reflect on our teaching, and gives ways in which to improve it”which to improve it”

This learning community has led me to think This learning community has led me to think about research assignments in an entirely new about research assignments in an entirely new light.”light.”