Analyzing departmental syllabi to identify liaison opportunities for information and data literacy


In this presentation at the 2014 Indiana University Libraries Information Literacy Colloquium, in South Bend, IN, we reported initial findings from a research project applying a grounded theory approach to examine departmental curricula through the analysis of course syllabi. Part of a larger study, the project presented discussed the findings related to a nutrition science program. Going further than traditional curriculum mapping, this research used an inductive process that resulted in the identification of various competencies threaded through the curriculum. The competencies identified align in several ways with the threshold concepts outlined in the draft ACRL information literacy (IL) framework. We outlined how identifying competencies woven across a curriculum enables liaisons to craft information literacy support that closely aligns with departmental learning outcomes.


information literacy, data information literacy

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