Subject Integration Template

Instructions: Revise the suggested information categories and under each list the type of information to include and potential sources of that information.

Deadline: February 28, 2009

 Link to original Subject Integration wiki

 Product: Two page document with attachments to include the following:

--Program Name

--Student Population (grad/undergrad, size, prerequisites, data on skills/preparation)

Sources: 

--Disciplinary Standards

Source: http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projectsacrl/infolitdisciplines/

--Program Outcomes Documents– analysis of outcomes related to research, information literacy,  essential learning outcomes, etc. 

http://www.provost.wisc.edu/assessment/Assessment_Reports.html

http://apa.wisc.edu/

http://www.ls.wisc.edu/Assess

--Names/description  of courses that library has worked with previously.

Source: InStats, LILI Office

--Rudimentary Curriculum Map of research skills:  We could provide template that includes info about what is covered in Comm. A/B classes.  Does this seem to work better than a sequence?

Brett: In the email discussion of Curriculum Maps, the Stiehl Model was discussed. Developed by Dr. Ruth Stiehl, she has two books pertinent to the discussion of curriculum mapping: The Outcomes Primer and the Mapping Primer. Sarah has an example of a four-page curriculum plan from the Mapping Primer for an undergraduate Business curriculum.

Could we do something for Comm A and Gen Ed based on the documents we have already developed? 

--Names/descriptions of courses that have a research component

Sources: General Catalog? 

--Names/descriptions of courses we’d like to target (Recommendations Section?)

--Stated SLOs or information literacy skills list

From Informatics Document

--Overarching goal in the language of the discipline

--Challenges

--Current Practices (courses we work with) in sequence

--Existing assignments

--Possible placement

--Group composed of librarian and others (broader context: could this discussion happen later?)

--See subcommittee charges for possible group process

--Sequenced list of objectives aligned with year, learning experiences.

--Challenges

--Recommendations

--Resources needed (staff, facilities)

--Curriculum changes

--Sources from other schools:

Brett: Cornell University Library has a document on "Information Fluency Competencies by Subject", which can be found here. It breaks down information fluency competencies into five broad subject areas: Area Studies (geographic/cultural), Social Sciences, Humanities, Science & Engineering, and Law, and discusses the specific information needs for each area and their necessary information fluency requirements.

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