Incorporating Instructional Design Principles to Create Faculty Development Programming

Your Name and Title: Jane Hammons, Teaching and Learning Engagement Librarian

Library, School, or Organization Name: Ohio State University

Co-Presenter Name(s): NA

Area of the World from Which You Will Present: Columbus, OH; United States

Language in Which You Will Present: English

Target Audience(s): Faculty Development Librarians, Instruction Librarians, Information Literacy Librarians, Instructional Designers

Short Session Description (one line): In this session, the presenter will demonstrate how instructional design principles were used in the process of creating professional development programming for disciplinary faculty interested in integrating information literacy into their courses. 

Full Session Description (as long as you would like): Integrating information literacy into the disciplines is difficult for librarians to accomplish alone. In order to ensure that our students are developing the skills and conceptual understandings necessary to engage with and participate in research and scholarship in their fields, disciplinary faculty also need to be involved. In recent years, some libraries have begun to focus on developing programming and resources intended to help faculty understand and teach information literacy in their courses. Having disciplinary faculty teach information literacy provides librarians with many benefits. As Cowan and Eva (2016) state, “students themselves will likely be more receptive and take more seriously the need to learn about this “library stuff” if their “real” instructor is delivering that message” (p. 166). This presentation will describe how one librarian used instructional design principles to develop programming, including the curriculum for a Faculty Institute and a self-paced online Canvas course, to introduce faculty to the Framework for Information Literacy for Higher Education. As part of this programming, faculty are taught how to use the Backward Design process to identify information literacy learning outcomes for their courses, and design activities and assignments to help students meet these outcomes.  

Reference: Cowan, S., & Eva, N. (2016). Changing our aim: infiltrating faculty with information literacy. Communications in Information Literacy, 10(2), 163-177.

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