Chadron Hazelbaker, Assistant Professor chazelbaker@ewu

1. Turning the Tables: A Faculty-Centered Approach to Incorporating Information Literacy into the Curriculum Chadron Hazelbaker, Assistant Professor chazelbaker@ewu.edu Nadean Meyer, Learning Resources Librarian nmeyer@ewu.edu Ielleen Miller, Coordinator of Instruction imiller@ewu.edu Eastern Washington University

2. Poll: Working with Departments • How do you work with departments to develop information literacy skills?

3. Past Practices • Set sessions with English composition sequence • Work with individual faculty members who asked for & already valued library instruction • Dr. Hazelbaker… • Assumed students already had research skills • Didn’t know how the librarians could assist

4. Project Goals: Asked Departments to… • Answer the following questions: • In regards to acquiring, evaluating and using information, what are your student learning outcomes, and what should students be able to do at three different stages within the major? • How will students demonstrate that they have learned these outcomes? • How will you systematize assessment of the students as a whole, to determine if they are learning the above outcomes? And if they don’t appear to be, how will you make changes, or “close the feedback loop”? • What will the librarian’s role be in facilitating these outcomes? • Teach at least 3 courses with revised research components and/or assignments: one at the beginning, one somewhat midpoint, and the last one towards the end of their bachelor’s degree.

5. Project Logistics • 7 departments in 3 years • Experimented with different time-frames • Paid faculty stipends

6. Dr. Hazelbaker’sPerspective • Unsure at the beginning… was told would be good for me and would be paid • Positive synergy with other faculty • Got to know the librarians’ skills sets – librarians more than “keepers of the books”; especially liaison who held office hours in department • Discussions about building on each other’s classes very helpful

7. What Worked Well • Grant funding for participants • Pairing departments to share assignments & strategies • Intensive workshop with active listening • Project goals in worksheet format • Re-cap dinners at the end of the quarters & reflection documents • One coordinator & a champion for project

8. What Didn’t Work So Well… • Spreading it out over the academic year • Readings for some faculty members • Sequencing skills from beginning to end of major for some departments • Time intensive for librarians, but it blends with other duties & better targets

9. Project Sustainability • No more grant money, yet wanted to increase number of departments involved • In end of winter 2010, held 3-hour workshop & targeted specific “low-hanging fruit” departments • Initially invited 11 departments; 5 attended kick-off workshop; 3 continued after workshop • Paid stipend out of library budget • Each department works with subject librarian within departmental timeframes, with wrap-up meeting end of each quarter

10. Questions? • For audience: • What departments at your college would be ready and willing to articulate the research skills they want their students to have? • How would you encourage departments to participate? • ?