Mapping curriculum learning outcomes to ACRL's Framework threshold concepts: A syllabus study |
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| Institution: | 1. University of Minnesota, United States of America;2. University of Kansas, United States of America;3. University of Virginia, United States of America;1. University of Windsor, Windsor, Ontario, Canada;2. Wenzhou-Kean University, Wenzhou, Zhejiang, China;1. Central Connecticut State University, New Britain, CT, USA;2. The Citadel, Charleston, SC, USA;3. State University of New York at Oswego, Oswego, NY, USA;1. University Libraries, University of Nebraska-Lincoln, Lincoln, NE 68588-4100, USA;2. Department of Statistics, University of Nebraska-Lincoln, Lincoln, NE 68583-0963, USA |
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| Abstract: | The aim of this study was to align information literacy instruction with curriculum learning outcomes as defined by teaching faculty in their syllabi. Using a syllabus study, a cross-disciplinary collection of 180 course syllabi were reviewed for learning outcomes, assignments with research components, and references to library resources and services. Key faculty-defined learning outcomes were mapped to the Association for College and Research Libraries Information Literacy Framework for Higher Education threshold concepts. Based on learning theory, introducing information literacy concepts is most effective when done at the time of need, guaranteeing that students utilize the skills immediately, and are more likely to retain the knowledge and skills learned. The author proposes a tiered approach to information literacy instruction, with novice skills introduced in lower-level courses and expert skills for upper-level and graduate courses to meet learning outcomes. Suggestions of how each of the threshold concepts can be applied to develop instructional activities to achieve learning outcomes are presented. |
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