Creating Informed Learners in the Classroom Facilitator Handbook

Authors

Clarence Maybee, Purdue UniversityFollow
Michael Flierl, The Ohio State UniversityFollow
Rachel Fundator, Purdue UniversityFollow
Catherine Fraser Riehle, University of Nebraska-LincolnFollow
Maribeth Slebodnik, University of ArizonaFollow
Amity Saha, Purdue University

Document Type

Report

Date of this Version

2023

Citation

Maybee, Clarence; Michael Flierl; Rachel Fundator; Catherine Fraser Riehle; Maribeth Slebodnik; Amity Saha. 2023. Creating Informed Learners in the Classroom Facilitator Handbook. https://docs.lib.purdue.edu/cilcbk/1

Comments

CC BY-NC 4.0 International license.

Abstract

Higher education has a responsibility to prepare graduates to traverse the challenges of today’s information environment. While many institutions offer information literacy programming, including courses, they typically do not address learning to use information that occurs as part of disciplinary learning and enculturation. Creating Informed Learners in the Classroom (CILC) was an educational development program implemented at three research universities (Purdue University, University of Arizona, and University of Nebraska, Lincoln) between September 1, 2019 to August 31, 2024. Originally titled Academic Librarian Curriculum Developers: Building Capacity to Integrate Information Literacy across the University, the project was partially funded by the Institute for Museum and Libraries Services (IMLS; RE-13-19-0021).The purpose of the partnership was to enable academic library professionals to become curriculum developers who partnered with classroom instructors to create student projects that teach learners to creatively and effectively engage with information in disciplinary contexts.

The Creating Informed Learners in the Classroom Handbook is intended to help academic librarians or administrators at other institutions develop a similar program. The Handbook describes the elements of the CILC project, which was guided by informed learning design, an educational design model for developing instruction in which learners can use information in creative and effective ways in disciplinary learning contexts. Three chapters outline details of the weekly online sessions in which each of the classroom instructor and academic librarian teams used the informed learning design model to develop an information-focused student project. The student projects were later implemented in the instructors’ respective courses. Following the three chapters on the CILC sessions, the Handbook concludes with a chapter discussing elements of successful partnerships and offers tips that may inform the development of a program at other campuses.