Faculty & Staff Presentations
Deep Engagement with Student Learning: Librarians as Instructors-of-Record for Writing-Intensive Undergraduate Courses
Educational Assessment, Evaluation, and Research | Library and Information Science
How can librarians gain authentic knowledge about how students apply the skills and concepts we teach? In order to address this question, Susan Barnes Whyte and Jean Caspers share the knowledge they have gained by teaching two writing intensive courses: Information Gathering, a required 4-credit course for Mass Communication majors, and Information Ethics: the Individual as Creator and Consumer, a required 4-credit first year inquiry seminar course. Caspers and Whyte both continue to teach multiple information literacy (IL) sessions for other professors’ courses. Their for-credit teaching experiences have helped them understand the difficulty other teaching faculty have finding time to integrate IL into their courses, but have also underlined the necessity for students to integrate IL concepts into their research and writing practice. Successful negotiation for more time and more in-depth assignments in all the classes they touch has been an important and positive outcome for their work.
Caspers, Jean and Whyte, Susan Barnes, "Deep Engagement with Student Learning: Librarians as Instructors-of-Record for Writing-Intensive Undergraduate Courses" (2012). Faculty & Staff Presentations. Presentation. Submission 4.
Educational Assessment, Evaluation, and Research Commons, Library and Information Science Commons
This presentation was given at The Road to Information Literacy: Librarians as Facilitators of Learning, a Satellite Meeting of the International Federation of Library Associations and Institutions (IFLA) in Tampere, Finland.