design rationale

context

• Oxford College is an undergraduate division of Emory University on the historic campus in Oxford, GA (38 miles East of Atlanta)
• 1st and 2nd year students
• Core Values: liberal arts, excellent teaching, student leadership

discovery courses

• Required for all 1st year students
• Taught by disciplinary faculty who become the student's advisor
• Courses include "Am I a Feminist?"
• Info lit is a required outcome
• Librarians will be assigned to each discovery course
• Pilots in '17 & '18; full implementation in 2019

opportunities

• Teaching partnership with faculty
• Students can get a shared foundation in information literacy
• Introduce disciplinary research techniques

but...

• There is no standard for what the info lit outcome looks like (assignments & topics will be different in every course)
• We don't have the staffing right now to manage these courses (burnout is a problem)
• We don't have a librarian serving on the curriculum committee (we're not at the table)

the goal

• Assign new modules based on the Framework to students in the discovery courses to 1. flip the classroom and 2. provide a shared experience in info lit for all 1st year students

assumptions

• Faculty will want to work with librarians and will need direction
• Faculty will want their students to take these modules
• The modules are sufficient for foundational skills
• This will be easy to do

Action Step #1

• Use AI & SOAR to lead a Research Practices Team review to focus on strengths and boost morale going into the new academic year -- how will we manage the work load?

action step #2

• Decide which modules we want students to take -- what do we really want them to know?

action step #3

• Use Monroe's Motivated Sequence to negotiate access for librarians to be able to add the modules to discovery courses in Canvas -- how will students get access?

action step #4

• Use the GeST model for our approach to describe the modules to faculty: modules (Ge), f2f instruction will cater to course/discipline (S), importance of info lit for all students (T) - how will we frame the modules to faculty?

action step #5

• Prepare and offer a 15 min. presentation about the modules to students for courses taught by faculty who don't want f2f instruction - how will students know to take the modules and understand their importance?

action step #6

• Task the new Teaching & Assessment Librarian with collaborating with Institutional Research on assessing the modules and the info lit outcome

ACTION STEP #7

• Develop a toolkit with lesson plans and activities that can be adapted to different disciplines to support librarians teaching in the discovery courses

reminder...

• Slow down Achiever!
• Small steps... it will take a while to build a partnership with faculty in these new courses