Rethinking Library Instruction: A Complete Curriculum for Understanding, Navigating, and Using Libraries for Duke Freshmen Ian Edward Sloat Faculty Advisor: Hannah Rozear Duke University Libraries April 2015 This project was submitted in partial fulfillment of the requirements for the degree of Master of Arts in Graduate Liberal Studies in the Graduate School of Duke University. i Copyright By Ian Edward Sloat 2015 ii Abstract This final project is a curriculum for library instruction for first year students at Duke University. I have created a set of learning goals and outcomes that first year students should be able to achieve for academic success. These goals and outcomes are derived from the ACRL Information Literacy Competency Standards for Higher Education. The ACRL goals are broad and designed for all types of higher education students, so I have narrowed down the goals for students at Duke. In order to teach these learning goals, I have created eleven lessons and assignments, designed to teach students specific goals and outcomes. The final aspect of the curriculum is assessment of both the lessons and the instructors, so the curriculum is able assess its effectiveness and adapt to better teach students. iii Table of Contents Preamble ................................................................................................................................................. 1 Overview .......................................................................................................................................................... 1 Why is this needed? ...................................................................................................................................... 2 Learning Styles .............................................................................................................................................. 4 Classrooms ...................................................................................................................................................... 5 Key Terms ........................................................................................................................................................ 5 Website ............................................................................................................................................................. 6 Assessment ...................................................................................................................................................... 6 Information Literacy – Goals and Outcomes ............................................................................ 7 Overview of Lessons ....................................................................................................................... 11 Search Strategies ........................................................................................................................................ 11 Types of Information Sources ................................................................................................................ 13 Searching Tips ............................................................................................................................................. 15 Quality of Information .............................................................................................................................. 16 Concept Maps .............................................................................................................................................. 18 Search Types ................................................................................................................................................ 19 Library Orientation – Scavenger Hunt ................................................................................................ 20 Library Website .......................................................................................................................................... 22 Citation Managers ...................................................................................................................................... 24 Help With Searching ................................................................................................................................. 25 Works Cited ....................................................................................................................................... 27 Curriculum ........................................................................................................................................... 31 Information Literacy – Goals & Outcomes .............................................................................. 31 Lessons ............................................................................................................................................... 33 Search Strategies ........................................................................................................................................ 34 Instructions for Teacher .......................................................................................................................... 36 Types of Information Sources ................................................................................................................ 39 Searching Tips ............................................................................................................................................. 49 Quality of Information .............................................................................................................................. 53 Concept Maps .............................................................................................................................................. 57 Search Types ................................................................................................................................................ 60 Library Orientation - Scavenger Hunt ................................................................................................. 63 Library Website .......................................................................................................................................... 66 Citation Managers ...................................................................................................................................... 72 Help With Searching ................................................................................................................................. 76 Assessment ........................................................................................................................................ 77 iv Pre-Instruction Student Assessment ................................................................................................... 78 Post Instruction Assessment .................................................................................................................. 79 Instructor Assessment ............................................................................................................................. 80 v Preamble This paper is broken down into three sections – introduction, information literacy goals, and overview of lessons. The introduction section covers the overall design of the curriculum, why a curriculum like this is needed at Duke University, an overview of the learning style system used to help create lessons, a description of the classrooms that will be used to teach these lessons, definitions of library specific key terms that may not be clear, an overview of the website created to accompany this curriculum and an explanation of the various assessment methods that have been established to make sure the curriculum is successfully teaching students. The paper then covers the information literacy goals and outcomes that I have created to be the outline for this curriculum. The final section is a description of the lessons that have been created including information on assignments and how learning styles are incorporated into lessons. Overview This curriculum has been designed to teach information literacy and library skills to freshman students at Duke University. The curriculum and lesson plans are designed so that any librarian is able to teach a class session using any of the lessons. Professors only have a short amount of time with their students in any given semester. Since class time is so limited, librarians have to make sure that when they are given the opportunity to take over a class session to teach information literacy and library skills they not only teach students needed skills, but also make sure the professor feels as though their time has not been wasted. Due to this fact, this curriculum is not designed in a linear fashion, where students are taken from one lesson to the next. This curriculum is designed so faculty 1 members can decide what they feel is important to teach their students, and a librarian can come in and teach it. With this arrangement, professors are less likely to feel as though a librarian has wasted their class time to teach unnecessary information and will be more likely to ask a librarian to come back to their classroom in the future. Why is this needed? Currently, Duke University requires all students receive library instruction through the Writing 101 program. All first year students are required to take a Writing 101 class (which are designed to build a foundation of university level