Fall of 2013 showed a lot of changes in our teaching, mainly the core class CLS 100/101, aka the freshman experience class, is now mandatory. Due to this, the information literacy portion of the class is now universally designed across the board. I taught 15 or so CLS 100/101 class in the fall of 2013. I relied on the techniques learned from previous years and incorporated student recommendations into my classes.
- Student Evaluation Summary – Fall 2013
The librarians’ were guinea pigs for a new electronic survey collection method and these are my results, unedited.
Due to several medical leaves during this academic year, I taught a small handful of classes in 2012-13 and all of them in the winter semester. I used the same methodology as outlined below, and instructors really did appreciate how each class would be tailored to fit their needs. For 2013-14, I plan on kicking this up a notch and redoing the whole experience from scratch.
I taught information literacy to hundreds of students, in nearly 30 classes, ranging from EN 087 to CLS100 to SOC265. My approach with working with faculty for their classes was to create as unique and tailored experience for each class by offering instructors a literacy information menu:
- RaiderSearch: 10 minutes
- Databases: 10 minutes per database
- SubjectGuides: 10 minutes
- eBooks: 10 minutes
- Using MelCat: 15 minutes
- Citations: 15 minutes
- Periodicals vs Magazines (different types of information): 10 minutes
- Google tools (Advanced search in google, Google Scholar, other tips/tricks): 15 minutes
- Internet Resources (Using Wikipedia responsibly, defining good websites vs bad, Library’s Selected Internet Resources): 10 minute
By introducing this methodology in my information literacy classes, I found the professors felt they were able to narrow down on the content they wanted taught, classes ran smoother, and time was better used. Other things I introduced to the worksheets was including our branded logo with links to our social media outlets, library contact information, and additional research and citational help. The theory is that if students have any questions, concerns, or comments about the paper they are working on for that class or any class, they can contact the library at any time, day or night.
In addition to the menu system, I also created worksheets for each class as well as general use worksheets. Examples provided below: