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Patterns in Information Literacy Instruction: What's Really Going on in Our Classrooms?

机译：信息素养教学中的模式：我们的教室里真的发生了什么？

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As academic libraries articulate the value of their contribution to students' educational experience, we are all seeking ways to capture information about our instructional activities. Librarians at Mount Royal University have embarked on a year-long project to map what is actually being taught in the more than 600 course-integrated information literacy (IL) classes we provide every year. With the cooperation of all librarians we developed a form to record the complexities of IL instruction.~1 Data from the project is critical in planning for IL programming as we develop a more strategic program-integrated curriculum that makes better use of librarians' expertise. We are gaining insights on areas of duplication and opportunities to develop higher-level IL sessions to address more advanced use of information. The results are already informing our work in the classroom and larger curriculum review projects across the institution. The information we are gathering will also guide librarians and the chair in balancing workload across the library.
机译：由于学术图书馆阐述了他们对学生教育经验的贡献的价值，我们都在寻求捕获有关教学活动的信息的方法。皇家大学的图书馆员已经开始了一年长的项目来映射在我们每年提供的超过600个课程综合信息素养（IL）课程中的实际教授。随着所有图书馆员的合作，我们开发了一种形式，以记录IL教学的复杂性。〜1项目的数据对于规划IL编程时至关重要，因为我们开发了更具战略性的计划综合课程，可以更好地利用图书馆员的专业知识。我们正在对开发更高级别的IL会议的重复和机会的领域获得见解，以解决更高级信息的信息。结果已经在课堂上通知我们在整个机构的课堂上的工作和更大的课程审查项目。我们收集的信息也将指导图书馆员和椅子在图书馆平衡工作量。

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