UCLA
Department of Information Studies graduate students taking
"Information Literacy Instruction" (IS 448) in Spring Quarter
2012 (beginning April 2012) will need to do a project focused
on an ILI case study, preferably, representing a real-life
problem. The project will be in the form of a mock grant
proposal to address and help solve this problem. (See example
below.) I need your help in developing up to date, real life
case studies, so I'm asking readers of this post to send me some of your
difficult or challenging ILI problems.
Teams of
students will select from among a number of case studies for
their projects, and some of their ideas may help you. While
there is no guarantee that they will select your case study,
if they do, with their permission, I will send you a copy of
their grant proposal ideas regarding your instructional
problem.
If you
would like to submit a case study, I would really appreciate
it if you would do so by following the format and categories
utilized in the sample case study below. Please include your
name, address, phone number and email if you would like a copy
of their proposed solutions, and indicate whether or not
students may contact you if they have questions about your
case study.
Please send
case studies directly to me, rather than responding to the
list: estherg@ucla.edu
Thanks in
advance for your help!
Esther
Esther
Grassian
Adjunct Lecturer
UCLA Graduate School of Education & Information Studies,
Department of Information Studies
Email: estherg@ucla.edu
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SAMPLE ILI CASE STUDY
"Blended"
Information Literacy Instruction (ILI) Credit Course for
Undergrads
Institutional context:
One of nine
campuses in a large public research university system,
offering Bachelors, Masters, Doctoral and Post-Doctoral
programs.
User Population:
32,000
students total; 24,000 undergraduates (top 12% of high school
senior class); 8% of undergraduates are underrepresented
minorities; 4% of all students are international students;
8,000 graduate students (graduate Teaching Assistants teach a
number of undergraduate courses); 2,800 faculty members;
members of the general community, including "advanced
placement" high school students, college students from
surrounding areas, teachers, visiting scholars and
researchers.
Library context:
Third
largest academic library in the country; 8 million volumes;
91,000 periodical subscriptions (print and online); 12
libraries on campus, one off-campus library; online catalog
with automated circulation; 110 librarians; 300 support staff;
Undergraduate Library has 175,000 volumes, subscribes to 250
periodicals, and provides access to all of the electronic
resources available to other campus libraries through local
and statewide licensing, with the exception of databases
restricted to Law School and Management students and faculty.
Instructional Problem &
Existing IL Programs:
You are one
of five reference/instruction librarians in the undergraduate
library. Librarians all participate in an extremely heavy
instructional program, including customized one-shot
course-integrated sessions for 30-40 classes/10-week Quarter,
as well as individual research appointments, paper
point-of-use guides, various instructional Web pages, and
online information literacy tutorials. Librarians also spend
about 10 hours/week at the Reference Desk or on digital
reference.
Your
library has been a leader in reaching out to faculty and TAs
on campus regarding basic ILI for undergraduates, and in
developing new and innovative forms of ILI. One librarian in
your library has developed an interactive tutorial focused on
plagiarism and documentation. You have been the primary
developer of another general interactive IL tutorial that
includes Camtasia Studio videos output as Flash movies. You
have also developed and taught one-unit ILI courses for
undergrads, one for upper-division students, and the other for
freshmen. With the
support of the Head of your library, you have been trying to
encourage other librarians to teach these and other one-unit
IL courses, and you think that a "blended" course (part
in-person/part online) would entice more of them to give it a
try. The Head of your library is very supportive of this
innovative approach and wants you to work with other
librarians, faculty, grad students, and IT staff to develop a
grant proposal to support it.
All of the librarians in
the Undergraduate Library are available to assist with
instruction, though at different levels and with different
skills, and other partners may assist as well.
--
Esther Grassian
Distinguished Librarian
Adjunct Lecturer
UCLA Information Studies Dept.
&
Information Literacy Librarian, Retired
(Formerly, UCLA College Library)
estherg@ucla.edu
Twitter: estherg
SL: Alexandria Knight
https://sites.google.com/site/esthergrassian/
https://sites.google.com/site/teachinfolit/
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