Projects & Activities
In this video, Ellen Gundlach, who teaches STAT 113 (Statistics and Society) at Purdue, discusses how the course enhances students’ information literacy. STAT 113 is part of Purdue’s new core curriculum, and students passing this course will have met two foundational core outcomes: Science, Technology and Society and Information Literacy. In spring 2012, STAT 113 was redesigned to through Purdue’s IMPACT program.
The University Curriculum Council (UCC) has recommended fifteen courses as meeting the foundational information literacy outcome that is part of Purdue’s new core curriculum. Students starting at Purdue in 2013-14 will have to take a number of courses to meet the eight foundational core outcomes. One or more of the courses students take will be focused on developing their information literacy at the foundational level. These courses teach how to use information in fundamental ways while the students are learning about the subject matter.
Faculty in the Libraries were instrumental in helping departments nominate courses meeting the foundational information literacy outcome. The Libraries’ Curriculum Committee partnered with the Provost’s Office of Assessment to co-sponsor a workshop to help teaching faculty to determine if their course met the information literacy outcome and prepare their nomination materials. Many of the Libraries’ liaisons have consulted with teaching faculty in various ways to help them identify and revise the courses recommended to be part of the new core. Four of the recommended courses worked with faculty from the Libraries when redesigning the course through Purdue’s IMPACT program. Two more of these courses will be going through IMPACT this spring.
In the spring, the UCC will turn its attention to reviewing departmental submissions explaining how they are addressing information literacy at embedded-levels within their curriculum and programs.
The complete list of approved core courses is available at http://www.purdue.edu/senate/curriculum.cfm
Since Fall 2011, the Purdue University Libraries have been participating in Instruction Matters: Purdue Academic Course Transformation (IMPACT), a Provost sponsored program that supports the redesign of foundational courses to promote student-centered teaching and learning. The facilitation of the IMPACT program is a collaborative effort of a number of campus entities, including the Center for Instructional Excellence (CIE), Discovery Learning Research Center (DLRC), Extended Campus, iTaP Teaching and Learning, and the Libraries. The Libraries participate in IMPACT through a wide range of activities, such as serving on the IMPACT Steering and Management Committees, working collaboratively with other units on campus to develop an IMPACT curriculum for teaching faculty redesigning courses, and serving as members of course redesign teams.
Governor Daniels named the first week of October as Information Literacy Awareness Week! We are the 11th state in the country to issue such a proclamation. Other states that have proclamations are Alaska, Connecticut, Illinois, Massachusetts, Missouri, Montana, New York, Oregon, Rhode Island, and Texas.
This effort was led by Susan Clark (Director of Library Services, Ivy Tech Community College East Central Region); Marie White, (Library Director, Ivy Tech Community College Indiana, Southern Indiana Region LTA Program Chair); and Catherine Pellegrino (Reference Librarian/Instruction Coordinator, Saint Mary’s College Library, Notre Dame, IN).
Clarence Maybee, Assistant Professor and the Information Literacy Specialist for the Purdue Libraries, gave a seminar at the University of Borås, in Sweden in August, 2012. The seminar was hosted by the Swedish School of Library of Information Science at Borås and included presentations by Maybee and Australian information literacy researcher, Christine Yates. Maybee presented the preliminary findings from his doctoral research examining informed learning lessons. Informed learning is a pedagogy developed by Dr. Christine Bruce (the presenter of the 2012 Information Literacy Research Symposium at Purdue), that suggests that students should learn to use information while engaged in learning about subject content. Maybee’s presentation focused on his analysis of one informed learning lesson designed to teach undergraduates a way of understanding a language and gender topic by investigating how the topic developed through research over time. Not surprisingly, students experienced the lesson in different ways. However some experienced the lesson as being about learning specific information techniques to understand language and gender topics (informed learning), while others experienced the lesson as being solely focused on learning information techniques.