Libraries
 

Grant Recipients

In 2011, the IU Libraries partnered with the Office of the Vice Provost for Undergraduate Education and The College of Arts & Sciences to offer information fluency grants for faculty who wanted to design or redesign an undergraduate course to incorporate information fluency, also referred to as information literacy, throughout the course. The revised courses incorporate information fluency concepts by incorporating skills related to information gathering, evaluation, organization, and presentation as a means of developing better research skills among students. Such courses, whatever their subject matter, teach students to select, cite, and even reject sources; identify and articulate the arguments of these sources; and build upon and respond to the work done by other scholars.

 

Now in its third year, this grant program has surpassed everyone’s expectations in terms of faculty interest and successful course revisions and most importantly, providing students with the tools necessary to be successful. In its first year, organizers expected to provide three grants, but with such high quality proposals, we awarded seven. Interest has remained high since with faculty members from disciplines across the university—Education, Business, Apparel Merchandising, Biology, Fine Art, Criminal Justice, and many others—receiving awards that have transformed their courses. Below we have highlighted several recipients.

 

 

2013-2014 Information Fluency Grants

  • Peter Nemes (International Studies) - I315: Methods in International Studies
  • Caleb Weintraub (Fine Arts) - S230: Painting 1
  • Cindy Smith (Communication & Culture) - C425: Culture, Identity, and the Rhetoric of Place
  • Kate Reck (Chemistry) - C117: Principles of Chemistry and Biochemistry


2012 - 2013 Information Fluency Grants

X498: internship for credit

Keith Dayton (Kelley School of Business)

Christina Sheley (IU Libraries)

Chanitra Bishop (IU Libraries)


X498: Internship for Credit is an online course for Kelley School of Business juniors and seniors, designed to deepen the overall learning gained from an internship. Business student interns need to possess Web 2.0 know-how and advanced information and research skills when placed in corporate internships. All library instructional and assessment content was delivered through a combination of Web 2.0 technologies and OnCourse. Outcomes required reflection on workplace information use and behavior via a blog. In addition, participants practiced concepts of information choice and evaluation through completion of a peer-focused annotated bibliography and wiki entry.


"...what you all contribute makes a huge, huge difference ...the libraries' impact is meaningfu land makes a difference in these kids' lives." --Keith Dayton



R404: International Textiles and Apparel Trade

Mary Embry (Apparel Merchandising & Interior Design)

Emilee Mathews (IU Libraries)

 

R404 provides a global understanding of social, economic, and political forces that shape the textile and apparel industry. To be successful in the course, students are expected to use library resources to support their development of multiple perspectives as sophisticated global thinkers. The librarian working with this course facilitated students' learning and partnered with them in the research process as they worked through a scaffolded research-based assignment culminating in a visual presentation and final report.


L211: Molecular Biology

David Kehoe (Biology)

Brian Winterman (IU Libraries)


L211is a large, required sophomore-level course that is lecture-based but also has smaller learning groups. A writing assignment was design based on principles of information fluency and integrated with the course during the fall semester. The focus of the assignment was on the process over product, and the students had several weeks to write a 1-page paper using a step-wise approach: exploring, outlining, drafting, etc. They were asked to use current primary literature to develop a perspective on a topic, and they received feedback from teaching assistants at each step along the way. Also a rubric was developed, normed, and used to evaluate the students' work. Results and student feedback were positive overall. This approach will continue to be developed in L211 and other courses in the program.


P290: The Nature of Inquiry

Marla Sandys (Criminal Justice)

Carrie Donovan (IU Libraries)

 

One of five required courses for Criminal Justice majors, this course is intended to familiarize students with various methods used to conduct scientific research. The information-gathering that students do in preparation for their own research is an excellent opportunity to build in learning outcomes related to the location and evaluation of scholarly research. The librarian and faculty member worked together to build these elements into the course in order to create a more direct connection for students between the process of investigating the scholarly literature and conducting one's own research project. 



2011 - 2012 Information Fluency Grants

C494: Problems in Classical Studies

Bridget Balint (Classical Studies)

Catherine Minter (IU Libraries)

Chanitra Bishop (IU Libraries)

 

C494 is the undergraduate capstone course in Classical Studies.  The main research project in the course required students to evaluate the classicism of an artifact, genre, or period from a contemporary point of view.  To assist students with this process, the librarians introduced the students to a variety of subject specific and general library resources.

 

 

M464: Content Area Reading

James Damico (School of Education)

Gwen Pershing (IU Libraries)

Chanitra Bishop (IU Libraries)

 

M464 is a required course for secondary education majors. The major course project required students to research and analyze a complex, multi-faceted issue. The librarians involved in this grant, assisted students with developing research questions and locating and organizing library sources.

 

 

X220: Strategic Business Career Planning

Keith Dayton (Kelley School of Business)

Christina Sheley (IU Libraries)

Carrie Donovan (IU Libraries)

 

Focusing on real-world outcomes, this project resulted in incorporating research skills into two courses (X220 and X420) in order to teach students how to do company research prior to a job interview. Interviews with corporate recruiters to find out specifically what they expect students to know when going into a job interview ensured the relevance of content. In addition, concepts and ideas gathered during focus groups with former X220 and X420 students were used as a means to discover the students’ prior library research experience and their insights regarding the potential for these two courses to be vehicles for information literacy education. Since its revision, X220 builds information seeking, evaluation, and use into the course through in-person learning experiences and self-paced online modules.

 

“I have worked with the library over a period of years and know the high skill level they bring. What was incredible was the depth at which Christina contributed with the materials she provided and the high level of expertise that she brought – that would include the research elements, focus groups and technology that she added.” –Keith Dayton

 

 

S311: Introduction to Research Methods

Lisa Gershkoff (Speech & Hearing)

Brian Winterman (IU Libraries)

DeLoice Holliday (IU Libraries)

 

The instructor for this course collaborated with librarians to lead students through the process of designing and carrying out speech and hearing experiments related to memory. Information literacy principles were incorporated at each step, particularly those regarding literature organization in the sciences, distinguishing between document types, and supporting research with literature.

 

 

R160: Foundations of Leisure

Rasul Mowatt (HPER)

Carrie Donovan (IU Libraries)

 

R160 is a large course, enrolling HPER majors and non-majors. The course incorporates research throughout the stages of a final “progressive” essay in which students gather and use only scholarly sources to complete a final research paper. Student learning of the research process and understanding of the libraries’ resources is measured through a pre- and post-test, as well as a reflective writing assignment in which students describe their experience with research, what they learned, and what they will do differently next time.

 

“The benefits of working with a librarian in a repeated fashion allows for more detailed “imagining” when designing a study, structuring the scales, conducting the research, and teaching the course. Having the library intimately involved in the workings of courses should be the future direction for all general education courses.” –Rasul Mowatt

 

 

C105: The Psychopharmacology of Herbal Medications

Philip Quirk (Human Biology)

Brian Winterman (IU Libraries)

 

Fulfilling the “critical approaches” category in the College, this course had a fairly even distribution of students from freshmen to seniors from many different majors. The librarian and instructor collaborated to teach basic principles of science and science information, with a particular focus on evaluating the validity and authority of information about herbal medicines and remedies.

 

 

T142: Living Well

William Ramos (HPER)

Carrie Donovan (IU Libraries)

 

In a class that encourages students to focus on their own wellness by asking questions about what they know and read, T142 is an ideal vehicle for information literacy education. The course begins by introducing students to health-related claims made in a variety of types of sources. Students are taught to ask questions, seek evidence, and understand credibility of various sources, from print to multi-media. Toward the culmination of the course, students begin to use scholarly sources and their understanding of how the information in these sources is developed, reviewed, and disseminated is enhanced by their prior knowledge.

 

“The greatest benefit of this project was the chance to brainstorm with people who truly understand, and are excited about, empowering students to use information. As a result of this project, I will continue to find ways to weave the concept of informational fluency and research into all my classes as a way to enhance the goals.” –Bill Ramos



last updated: 4/1/2014