Projects & Activities
Clarence Maybee, the Libraries’ Information Literacy Specialist, and Chantal Levesque Bristol, Director of Purdue’s Center for Instructional Excellence, travelled over spring break to Lima, Peru to help a new technology university develop a program similar to Purdue’s Instruction Matters: Purdue Academic Course Transformation (IMPACT). The institution, Universidad de Ingeniería y Technología (UTEC), was opened in 2011 and enrolls about 1200 students. Elizabeth Barajas, Global Programs Coordinator for the Purdue Polytechnic Institute, arranged the visit. Across the week, Maybee, Levesque Bristol and Barajas met with several instructors and worked closely with staff developing a new teaching support center at UTEC. Using Purdue’s IMPACT program as a model, the new teaching center will work with instructors to create active, student-centered learning environments in UTEC courses.
On April 6th, Instruction Matter s: Purdue’s Academic Course Transformation (IMPACT) program hosted the 2017 IMPACT Symposium, featuring Purdue alumna and Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University, Dr. Kathleen Blake Yancey. The Symposium included two workshops on writing for learning. Dr. Yancey spoke about importance of incorporating writing into all academic disciplines, in order to support knowledge transfer to future academic and professional contexts. She also offered concrete examples and suggestions for Purdue faculty and instructors interested in adding writing assignments tailored to their courses and disciplines.
Before the morning session’s workshop on informal writing assignments, Dr. Yancey and the attendees asked questions of a panel five Purdue undergraduate students (Josey Cline and Lexi Eiler from Wildlife, Danny Zuercher from Landscape Architecture, Kenny Nguyen from Neurophysiology, and Sahej Bains from Biology). The students described their experiences with academic writing, including what motivates them to complete writing tasks, and what they believe is critical to help other students recognize the value of writing in their academic areas. In the afternoon session, participants designed writing assignments that feature the writing genres specific to their academic disciplines. Following the day’s workshops, attendees joined Dr. Yancey at the Gerald D. and Edna E. Mann Hall for a reception.
The Symposium was hosted by Purdue’s IMPACT program, a Big Moves initiative that helps instructors redesign their courses to be more student-centered. The planning committee was comprised of Dan Guberman (Chair) and Laura Fritz from the Center for Instructional Excellence, Clarence Maybee and Rachel Fundator from the Purdue Libraries, and Sheree Buikema from Instructional Technology at Purdue.
Undergraduate student, Sheradan Hill, worked in the Hicks Undergraduate Library last Tuesday to create a poster for 2017’s Purdue Ag Week. This was the sixth iteration of the event, where students research and share information with the Purdue community about the significance of agriculture today
April 4, 2017
We are excited to announce the upcoming IMPACT Symposium for 2017: Enhancing Learning through Writing, which will take place on Thursday, April 6th. Our guest speaker, Dr. Kathleen Blake Yancey, a Purdue alumna, is a proponent of student writing within disciplinary courses across all levels of the curriculum. Additional details about the workshops are below.Register (free) for the workshops here: http://www.training.purdue.edu/Symposium
Morning Session: 9:00-11:30am Enhancing Learning-and Teaching-with Writing
Writing in college takes various forms–from posters, case studies, and lab reports to essays, research reports, feasibility studies, and slide presentations. Research shows that engaging in such writing and in smaller, informal writing assignments is critical to support student learning. Moreover, when appropriately designed, such writing assignments can help faculty teach better. In this interactive workshop, we will briefly consider why we might use writing in our teaching before focusing on some useful, easily modified ways to do so.
Afternoon Session: 2:00-4:00pm Designing Writing for Learning, for Transfer
This interactive session focuses on three dimensions of writing assignments, regardless of academic discipline—key terms; genre; and reflection–and on ways that these dimensions can help faculty design assignments rich in content and in good, disciplinary writing. Moreover, by designing writing assignments keyed to these three dimensions, we can both help students successfully complete the assigned task and support them in developing a working knowledge of writing that can assist them as they take up new writing tasks.
Five library faculty from the University of Nebraska, Lincoln visited Purdue Libraries Aug. 2-3. They attended the Information Literacy Research Symposium held on the morning of Aug. 2. Considering some renovations to one of the libraries at UNL, following the Symposium the group toured Purdue Libraries spaces. Ilana Stonebraker provided a tour of the Parrish Library and Clarence Maybee a tour of Hicks Library. After learning about the recent work we have done to renovate library spaces, Dean Jim Mullins gave the group a glimpse of the future by leading them on a tour of the under-construction Wilmeth Active Learning Center.
On the morning of Aug. 3, the UNL visitors met with various Purdue faculty and staff involved in the Instruction Matters: Purdue Active Course Transformation (IMPACT) program. The Nebraska group met with Dave Nelson from the Center of Instructional Excellence, Cody Connor of Information Technology at Purdue, and Clarence Maybee of the Libraries, who comprise the IMPACT management team. The Nebraska group also met with two instructors who redesigned courses through IMPACT, Ellen Gundlach from Statistics and Melanie Morgan from Communications, who described their collaborative projects with Purdue Libraries faculty. Libraries faculty and staff involved in IMPACT, including Rachel Fundator, Catherine Fraser Riehle, Ilana Stonebraker, Amy Van Epps and Dave Zwicky, discussed the benefits of partnering with faculty and staff outside of the Libraries to enhance student learning.
The Purdue Libraries hosted the 6th Information Literacy Research Symposium, “Faces and Spaces of Information Literacy with International Students in Mind,” on August 2, 2016. The presenter was Dr. Hilary Hughes, associate professor in the faculty of education at Queensland University of Technology in Brisbane, Australia. Dr. Hughes studies the intersection of information literacy and informed learning, international students, and learning space design. She presented on her research in progress and its practical applications and engaged the 60 attendees in group activities.
The co-sponsors of this program were: Purdue’s Center for Instructional Excellence, International Programs, and the Office of Diversity and Inclusion.
The IMPACT Symposium was held on the morning of Wednesday, April 6, 2016 in Purdue Memorial Union’s East and West Faculty Lounges. Dr. George Kuh, professor emeritus at Indiana University and the founding director of the widely used National Survey of Student Engagement (NSSE), spoke at the Symposium about high impact education practices, such as undergraduate research, learning communities, and writing intensive courses. Dr. Kuh said that through all of our endeavors, we must teach students to:
- Reflect on their experiences in and out of the classroom,
- Apply what they have learned to new challenges and opportunities, and
- Integrate what they are learning from different courses and out-of class experiences.
Hosted by Purdue’s IMPACT program (Instruction Matters: Purdue Academic Course Transformation), a University-wide initiative in which instructors redesign foundational courses to make them more student-centered, the Symposium aimed to promote discussion of innovative teaching and learning at Purdue. The Symposium planning committee was comprised of Libraries faculty Clarence Maybee (Chair) and Michael Flierl, and ITaP staff Suzanne Ahlersmeyer and Sheree Buikema.
Of the 100 attendees at the Symposium presentation, 70 stayed to engage in faculty-led table discussions about three themes that Dr. Kuh spoke about: 1) forging tomorrow’s workforce, 2) empowering diverse learners, and 3) fostering student success. The ten table leaders were faculty who had previously participated in IMPACT.
In the afternoon of April 6th, Dr. Kuh facilitated an Assignment Charrette workshop with a group of instructors from IMPACT and the Teaching Academy. An architectural term, a charrette is an intense creative effort in a limited time period. The fifteen instructors who attended this workshop shared and discussed ways to make one of their assignments more effective.
Researchers from the Wee Kim Wee School of Communication & Information at Nanyang Technological University have conducted a study analyzing the publishing trends of information literacy scholarship. Their team examined a total of 1,989 records from Scopus bibliographic database between 2003 and 2012. The information literacy research conducted by faculty and staff at Purdue University Libraries is featured very prominently in the results of this review. Michael Fosmire, professor and Head of PSET Division, is identified as a prolific author, having published eight or more articles during this period of time. A 2006 article by Clarence Maybee, Information Literacy Specialist, was one of the most highly cited articles during the period covered in the review. Most notably, Purdue Libraries are on the top ten list of institutions with authors producing publications on information literacy. Correcting for different ways that affiliations are listed in Scopus, we are the number one producer of information literacy publications in the world! Reflective of our important contribution to information literacy education, this is a tremendous accomplishment of which we should all be very proud.
The full-text of the article is available from the Nanyang Technological University institutional repository.
Purdue Libraries presents a new information literacy mission statement:
Purdue University Libraries’ research-based information literacy programming empowers Purdue’s diverse communities of learners to use information critically to learn and to create new knowledge, fostering academic, personal, and professional success.
A team of Libraries faculty (Catherine Fraser Riehle, Ilana Stonebraker, and Clarence Maybee) led a process in fall 2015 to revise the Libraries’ information literacy statement to reflect our current mission, which aligns closely with campus goals for learning. The statement was developed through an inclusive process that included input gathered from stakeholders in the Libraries as well as faculty from other departments.
The extended version of the new mission statement is available on Purdue Libraries’ website:
Mike Flierl, Information Literacy Instructional Designer, attended the Augustana Information Literacy Workshop held in Camrose, Alberta. While there, Mike learned about using ACRL’s Framework for Information Literacy for Higher Education from Sharon Mader, ACRL’s Visiting Program Officer for Information Literacy. He also presented on strategies for communicating about information literacy to faculty in other disciplines. When he returned Purdue, Mike presented the key points of the workshop to Libraries faculty during a bi-monthly brown bag meeting.
Clarence Maybee, Information Literacy Specialist, presented a poster with Lisa Zilinski from Carnegie Mellon University at the ASIS&T Annual Meeting on data informed learning. Based on informed learning (Bruce, 2008), data informed learning shifts the focus from acquiring generic data-related skills to learning how to use data in disciplinary contexts. The aim of this project is to develop a data literacy framework for higher education that places learning about using data in the context of disciplinary learning.
Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.
Carlson J. & Johnston, L. R. “Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers” (2015). Purdue University Press e-Books.
The Purdue University Libraries, Discovery Learning Research Center, and Center for Instructional Excellence present
The 5th Information Literacy Research Symposium
By Dr. Mary Somerville
Tuesday, October 29, 2013
10 a.m. – 3 p.m.
Purdue University West Lafayette Campus
During the morning presentation, eminent library leader and researcher Dr. Mary Somerville will discuss her research on informed learning. She will explain how it builds on her experiences as a practitioner/researcher/leader. She will reflect on her colleagues’ engagement with informed learning and the implications of informed learning for academic curriculum design. She will invite questions and comments from the audience members as educators, including a discussion of opportunities to take the ideas presented forward.
The afternoon will consist of a workshop to design an instructional activity or a cross-disciplinary project based on informed learning theory and principles.
9:30 a.m. – 10 a.m. Registration
10 a.m. – 12 p.m. Presentation
12 p.m. -1 p.m. Lunch
1 pm. – 3 p.m. Workshop
$60 General Registration
$25 Purdue University Faculty and Staff (waived for Purdue Libraries Faculty)
For more information and to register, go to www.conf.purdue.edu/LITERACY
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/provost/initiatives/curriculum/
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).