Higher learning
Effective and Engaging
Information Literacy
Instruction for Upper-Level
Students

Introductions
• Please introduce yourselves around
your table, sharing:
– Your name
– Your home institution
– Why you’re interested in upper-level
information literacy instruction

Poll
• What’s the main reason your table is
interested in upper-level information
literacy instruction?
– Text response: 194568 and your
answer to 22333
– Tweet: @poll 194568
– Web: http://tinyurl.com/acrluppers
poll

Why Uppers?
• “In the zeal to impart generalized skills of
analytical reasoning, critical thinking, and
learning to learn, however, care should
be taken to avoid overlooking the
importance of subject-based knowledge
in facilitating these very goals.”
(Grafstein 2002, 200)

Perry’s Positions of Intellectual Development
• Perry, William G., Jr. (1970),
Forms of Intellectual and Ethical Development in the College Years: A Sch
(New York: Holt, Rinehart, and Winston).
• Dualism (either/or thinking)
• Multiplicity (subjective knowledge)
• Relativist (constructed knowledge)
• http://www.csub.edu/tlc/options/resources/handouts/scholarship_teaching/
5

Think/Pair/Share
• What differences do you see between
first-year and upper-level students?
• Based on these differences, what
challenges do we face in teaching
upper-level information literacy
sessions?

Snowball!
Playing in the snow by Len Radin on flickr (CC BY-NC-SA 2.0)

Upper-Level IL Instruction Lifecycle
Faculty
Outreac
h
Assessm Instruction
ent al design
Teachin
g

Faculty outreach

Faculty Outreach
Virtue, A. & Esparza, L. (2013). Faculty reconnect.
College & Research Libraries News, 74 (2): 80-99.
•Multidimensional outreach program
•“The Librarian Is In”
•Library Salons
•FacPack

Faculty Outreach
Meulemans, Y., & Carr, A. (2013). Not at your service:
Building genuine faculty-librarian partnerships. Reference
Services Review, 41(1), 80-90.
•Best practices for working faculty in collaborative
relationship.
•“While we may market these programs, it is the quality of
relationships that individual librarians have with their faculty
is the major driver of an instruction program’s success.” (84)

Models for Faculty Outreach
• Information literacy curriculum
integration
• Assignment creation workshops
• Faculty LibGuides

Activity
• At your table, discuss faculty outreach
models that you’ve seen or tried that
have been effective.

Best Practices for Faculty
Outreach
• Based on your conversations, what do
you think are best practices for faculty
outreach?
– Text response: 272063 and your
answer to 22333
– Tweet: @poll 272063
– Web:
http://tinyurl.com/acrluppers2
poll

Worksheet
• Complete the Faculty Outreach
section on your worksheet.

Instructional Design

Instructional Design
• The ADDIE Model
– Analysis
– Design
– Development
– Implementation
– Evaluation

Getting Started with ADDIE
• Sample scenario:
– Assignment: Write an 8-10 page paper
applying one of the communication
theories discussed in class (like
attachment theory) to a situation of your
choice. Use a minimum of 5 primary
research articles.

Analyze
• Instructional scenario
• Learner characteristics
• Instructor goals
• Complete Analyze 1 and 2.

Writing Student Learning Outcomes
• Relevant to instructional scenario
• Appropriate for learners
• Specific enough to be measurable

So, farewell then British Summer Time by Mukumbura on flickr (CC BY-SA 2.0)

Using Bloom’s Taxonomy
Untitled by James BonTempo on flickr (CC BY-SA 2.0)

Using Bloom’s Taxonomy
Create Synthesize, design, create
Evaluate Select, choose, justify
Analyze Compare, contrast, differentiate,
explain
Apply Apply, choose, interpret
Understand Explain, compare, distinguish,
summarize
Remember Identify, define, describe
http://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf

Anatomy of an SLO
“The student will be able to”
+ action verb
+ “in order to”
+ task to complete or goal to achieve
= Student Learning Outcome
UNCG Libraries Information Literacy SLOs

Examples
• “Differentiate between reviews of literary
works and literary criticism.” (ACRL LES)
• “Gathers keywords related to the topic through
reading background sources and knows
keywords may include the names of laws,
regulations, or court opinions.” (ACRL LPSS)

Worksheet
• Complete Analyze 3.

SLO Workshop
• Share your SLOs with someone sitting
near you.
– What suggestions do they have for you?
– How could you revise your SLOs?

Teaching

Worksheet
• Complete the Design section.

From SLOs to Instruction
Session
• Political Science 302
• Political Science 511J
• English 303
• Kinesiology 711
“Decontextualized data and information become knowledge only when
someone, working within the framework of a discipline, integrates it
into the knowledge-base of that discipline.” (Grafstein 2002, 200)

Brainstorm
• What strategies have you found useful
in your upper-level classes?
– Text response: 326684 and your
answer to 22333
– Tweet: @poll 326684
– Web:
http://tinyurl.com/acrluppers3

Classroom Strategies that Work
• Active learning
• Sample strategies
– Peer-teaching
– Synthesis exercise
– Think/Pair/Share or Write/Pair/Share
– Jigsawing
– Worksheets as both active learning and
authentic assessment

Write/Pair/Share
• Complete the Implementation
section.
• Share your tips with a partner.

Assessment

Assessment 101
Two main types: formative and summative
•Formative: formal or informal ongoing
assessments used to improve teaching and
student learning
•Summative: formal assessment used to
determine program effectiveness and/or
student learning

Classroom Assessment
• Learner-Centered
• Teacher-Directed
• Mutually Beneficial
• Formative
• Context-Specific
• Ongoing
• Rooted in Good Teaching Practice
(Angelo & Cross, 1993)

What can we assess?
• Student learning
• Our teaching

What tech tools can we use?
• Clickers/Audience response systems
• Learning management system
• Google Forms
• PollEverywhere
• What else?

No tech options
• One-minute paper / Muddiest point
• Exit ticket
• Paper survey
• Worksheet
• Fist to five
• Voting cards

Worksheet
• Complete the Assessment section.

Final thoughts
• Complete the Wrap-up section.

Closing the loop
round and round and round they go by Darwin Bell on flickr (CC BY-

Thank you!
• Jenny Dale – jedale2@uncg.edu
• Lynda Kellam – lmkellam@uncg.edu

References
• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook
for college teachers. San Francisco: Jossey-Bass Publishers.
• Anthony, K. (2010). Reconnecting the disconnects: Library outreach to faculty as
addressed in the literature. College & Undergraduate Libraries, 17(1): 79-92.
doi:10.1080/10691310903584817
• Calkins, K.J. (2007). Best of the literature: Graduate student instruction. Public
Services Quarterly, 3(3/4): 221-226.
• Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal
of Academic Librarianship, 28(4): 197–204.
• Hopkins, E. S. & Julian, S. (2008). “An evaluation of an upper-division, general
education literacy program.” Communications in Information Literacy, 2(2).
• Meulemans, Y., & Carr, A. (2013). Not at your service: Building genuine faculty-
librarian partnerships. Reference Services Review, 41(1), 80-90.
• O‘Malley, D. & Delwiche, F. A. (2012). Aligning library instruction with the needs of
basic sciences graduate students: A case study.” Journal of the Medical Library
Association, 100(4): 284-290.
• Rosenblatt, S. (2010). They can find it, but they don't know what to do with it:
Describing the use of scholarly literature by undergraduate students. Journal of
Information Literacy, 4(2): 50-61.
• Virtue, A. & Esparza, L. (2013). Faculty reconnect. College & Research Libraries News,
74 (2): 80-99.