What Do Undergraduate Course Syllabi Say about Information Literacy?

Britt McGowan · Melissa Gonzalez · Claudia J. Stanny

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Library Science and Information Literacy Information Science and Libraries Educational Strategies and Epistemologies

Abstract

Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and Research Libraries Information Literacy Competency Standards for Higher Education. We observed discrepancies between descriptions of graded assignments and the articulation of student learning outcomes aligned with information literacy skills. The review generated an inventory of courses and instructors that will help subject specialists initiate conversations about collaborations related to information literacy.

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References

2008High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter 2012Faculty Perspectives on Information Literacy as a Student Learning Outcome 2013Faculty perceptions of students' information literacy skills competencies 2008Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution 2008Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction 2012Subversive Infusions: Strategies for the Integration of Information Literacy Across the Curriculum 2015“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach 1982Syllabus Study: Key to a Responsive Academic Library.

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