“Building Purdue: 150 Years of the West Lafayette Campus” Exhibit to Open Aug. 27 in Purdue Archives and Special Collections
Dr. Clarence Maybee, Michael Flierl and Rachel Fundator have begun a new project this summer in which they are working with Purdue instructors to develop informed learning assignments. These assignments allow undergraduates to intentionally learn to use information sources at the same time as they are learning about course content, e.g., disciplinary concepts, theories, practices, etc.
The group is hosting two 1-day workshops this summer to work with instructors to create or revise assignments using the informed learning design. Grounded in the informed learning pedagogic model,1 informed learning design was developed by Dr. Maybee to guide the creation of assignments in which students intentionally learn to use information sources at the same time as they are learning course content. For example, students in a statistical literacy course who are learning about statistical concepts, may do so by applying those concepts to make sense of statistics reported in the popular press, or students studying local history may be asked to make a short documentary-style video in which they must learn to use archival materials to support their argument.
The newly created or redesigned informed learning assignments will be implemented in courses during the 2018-19 academic year. After the assignments are completed, Maybee, Flierl, and Fundator will interview students about their experiences with this new type of assignment.Project Participants
Tracy Grimm, University Archives and Special Collections
Jennifer Hall, Communications
Alex Isaacs, College of Pharmacy
Julius Keller, School of Aviation and Transportation Technology
Monica Miller, College of Pharmacy
Cara Putnum, Krannert School of Management
Therapy Dogs in Education: The True Story of How an Eleven-Year-Old Girl Learned to Love Reading with the Help of Moose
Purdue Archives’ New Exhibit Tells Story of “The Sixties: A Decade of Triumph, Struggle, and Change at Purdue”
Johns Hopkins Libraries Dean to Present “Research Infrastructure for Open Scholarship” April 26 in Stewart Center
My new book, IMPACT Learning: Librarians at the Forefront of Change in Higher Education, describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since the 1970s, the academic library community has been advocating and developing programming for information literacy. This book discusses existing models, extracting lessons from Purdue University Libraries’ partnership with other units to create a campus-wide course development program, Instruction Matters: Purdue Academic Course Transformation (IMPACT), which provides academic libraries with tools and strategies for working with faculty and departments to integrate information literacy into disciplinary courses.
First two chapters available in Google Books
Order from Amazon
Academic librarians often collaborate closely with instructors to integrate information literacy into coursework. A new study is underway that uses phenomenography, a research methodology that reveals different ways people experience the same phenomenon, to investigate the experiences of librarians working with instructors in the IMPACT program to make changes in their courses.
Purdue Research Team:
Michael Flierl, Learning Design Specialist
Clarence Maybee, Information Literacy Specialist
Rachel Fundator, Information Literacy Instructional Designer