Infusing Information Literacy into your Class Syllabus

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Infusing Information Literacy into your Class
Syllabus

• Linda J. Tsoumas, PT, EdD
• Professor of Physical Therapy

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Information Literacy aka

• Best practice
• Evidence based medicine
• Evidence based practice
• Therefore not a new creation, just a variation on
  an old theme

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So where does this fit for my content?

• Introduction of IL concepts
• Development of IL
• Application within content

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Dont get lost in the forest
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Information Literacy Matrix

• Accepted by the College Curriculum Committee, IL
  Matrix will be your best guide
• Select area that is a match to your course
• Keep in mind developmental nature of IL skill
  development

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Areas to include

• Development of appropriate research topic with
  identification of resources needed
• Ability to access needed resources
• Evaluation of information found
• Ability to formulate and write assignment
  appropriately
• Ability to meet ethical standards, use citation
  style, writing format as required

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Statement on course syllabus

• This course is a Springfield College Information
  Literacy course offering, which has been designed
  to provide students with instruction in the area
  of information literacy. By integrating
  information literacy instruction into the
  standard curriculum for this course, students are
  provided the opportunity to develop the essential
  research skills needed to succeed academically
  and professionally.

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Example from PT course

• 10. Critically review findings from the Internet
  and incorporate appropriate information into
  class work
• Outcome measures Class project, with self and
  faculty evaluation
• Will use resources, build understanding of EBP
  expectations, AMA style requirement

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What I addressed

• Recognition of source types
• Access of information
• Review of information found
• Application within different assignments
• Meeting style requirements for writing, citation,
  and bibliography

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How big was the shoe horn?

• Incorporated Search Path tutorials
• Existing assignment
• Refined expectations according to IL matrix
• Created grading rubrics
• Met with library liaison over semester for support

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Personal experience with IL

• Students report greater comfort with IL
  expectations
• Recognition of resources, means to access,
  evaluation of information, and application within
  class work ALL cited as expanded area of
  understanding
• Increased connection with Babson
  Library

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The Springfield College experience

• Infusion model vs. unique course
• NEFDC conference
• Student outcomes
• Professional preparation for our students

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workload

• Initial development
• Ongoing ability to keep course contemporary
  through student contributions
• Generic rubrics so apply year to year
• Smooth sailing

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QUESTIONS