Document Type

Conference Proceeding

Abstract

How to provide meaningful Information Literacy instruction to thousands of freshmen each year? What to do when the instruction for large lecture or multiple section classes takes your librarians and physical resources to the breaking point? These are daunting challenges facing university libraries around the country. This poster session will show the evolution of course-integrated information literacy instruction for Wayne State University’s Critical Thinking for Consumer Decisions course. While initially elated at the chance to provide Information Literacy instruction for one of the university’s general education courses, the Business Librarian was soon faced with the reality of providing meaningful instruction to 5 sections with 150 students each in a large lecture hall setting. Over a 3 year period, with the assistance of her colleagues, library instruction for this course went from a lecture/tour/computer lab combination requiring 75-100 librarian hours in a single week to a graded, course-integrated, online information literacy assignment. The poster will showcase how a team of librarians assessed critical learning needs for the course and then developed a series of compact online modules to create an authentic learning experience for students based on acknowledged Information Literacy standards. It will also discuss the overall effectiveness of the team approach to this process, the ongoing challenges of maintaining this type of instruction, and the unexpected outcomes experienced by our Business Liaison librarian as a result of this project.

Disciplines

Library and Information Science

Comments

Poster at the Special Libraries Association Annual Conference on June 15, 2009

Download

Share

COinS