Membership
- Ilo Maimets (Group Lead)
- Sophie Bury (ASCP rep)
- Peter Duerr
- Maura Matesic
Strategic Area of Focus
Builds on progress achieved to date in integrating discipline-specific IL competencies and instruction within programs in line with the White Paper priority of fostering curricular design that develops fundamental and transferable skills including information literacy. Recognizes a range of models relevant to different disciplinary contexts.
See: Information Literacy Plan 2010-2015: Engaging Student Learning Through Partnerships
Mandate
This mandate has been framed in the context of the current IL plan.
- Advances the strategic priority of increased curriculum-integration
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- Goal of embedding IL instruction within additional programs by working with liaison librarians
- Undergraduate and graduate programs to form a focus
- Recognizes and shares information re different disciplinary models
- Represents YUL with respect to IL issues related to the Quality Assurance Framework
- Reaches programs with a special focus on academic skills, e.g. TYP and Gen Ed.
- Develops tools and strategies to help faculty integrate IL within assignment design
- Professional Development
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- Develops learning opportunities for instructional librarians and creates materials/templates for sharing. Areas of focus might include defining learning outcomes, curriculum mapping and assignment design.
- Advocacy
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- Empowers librarians to act as advocates for IL in the context of program reviews (DLEs, Quality Assurance Framework etc.)
- Monitors the rota for program reviews at York, e.g. UPRs, as well as new program developments and informs liaison librarians of opportunities.
- Develops advocacy materials
- Assessment
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- Course-related IL statistics project (initiated 2010/2011)
- Develops tools and techniques to assess the impact of the curriculum integrated approach to IL instruction.
Prioritization of IL Plan Elements
Short-term: Work begins in 2011-2012
Medium-term: Work begins in earnest in 2012-2013, though small projects may happen earlier
Long-term: Work begins in earnest in 2013-2014, though small projects may happen earlier
| Indicators of SuccessOver the next five years we will: | Priority Status |
| Conduct an inventory to assess the reach of IL integration at course and program level (Assessment) | Short-term |
| Empower liaison librarians and archivists to advocate for the consideration of IL as a critical skill with regard to existing and newly proposed programs at York, i.e. within the context of Cyclical Program Review and the Quality Assurance Framework (QAF). (Advocacy) | Short-term |
| Engage in advocacy to support the White Paper goal of promoting curricular design which enables “the development of fundamental and transferable skills including…information literacy.” (Advocacy) | Short-term |
| Develop tools and strategies to assist faculty with integrating IL within assignment design. | Short-term |
| Work with the Centre for the Support of Teaching (CST) and other relevant partners to offer programming for teaching assistants and full- and part-time instructors designed to assist them in designing curricula and developing pedagogical approaches consistent with a curriculum-integrated approach to IL instruction. | Medium-term |
| Assist librarians and archivists to integrate IL within curricula through support mechanisms, learning opportunities and an infrastructure for sharing methods and materials. (Professional Development) | Medium-term |
| In collaboration with relevant academic support units and faculty colleagues integrate IL within programs with a special focus on critical and academic skills, e.g. General Education programs and the Transition Year Program. | Medium-term |
| In partnership with faculty colleagues make progress in integrating IL within additional courses and programs in both undergraduate and graduate programs at York. | Long-term |
| Provide tools and support for librarians with established curriculum-integrated IL approaches to assess the impact of their initiatives. (Assessment) | Long-term |
| Collect feedback and evidence on the impact of instruction on student learning where IL is embedded within curricula. (Assessment) | Long-term |
Meeting Notes
January 17, 2011