Integrating Information Literacy, the POGIL Method, and iPads into a Foundational Studies Program

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Abstract

This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.

Introduction

This article focuses on Boise State University's development of an information literacy curriculum for two University Foundations courses using active learning techniques that incorporate iPads and the Process Oriented Guided Inquiry Learning (POGIL) method. Boise State University is a four-year public institution with an enrollment of approximately 22,500 students. Academic librarians at Albertsons Library became involved in discussions about active learning and information literacy when the University reviewed its core curriculum and created new Foundational Studies courses, including University Foundations 100 (first year), University Foundations 200 (second year) and University Foundations 300 (transfer year), all of which include information literacy components.

POGIL is a teaching method that incorporates active, team-based learning. While active learning techniques have existed for some time in library instruction, use of the POGIL instruction technique in libraries has only been documented during the last few years (Loo, 2013, Mitchell and Hiatt, 2010). The librarians combined iPads with POGIL to facilitate instruction and make the library instruction program mobile and scalable. Following the first semester of implementing the new University Foundations (UF) library instruction sessions, the authors coordinated a focus group with librarians with the goal of improving the curriculum, increasing student engagement, and improving related librarian training activities.

Section snippets

Literature review

This literature review covers literature from the past five years on embedded librarianship, active learning in undergraduate instruction, and iPads in library instruction. Recent literature on embedded librarianship focuses on relationship building, librarian responsibilities, and academic programs. Shumaker (2009) outlines ideas for moving librarians from the traditional role of service providers to being an integral part of the academic teaching and learning community. As Thull and Hansen

Foundational Studies Program and library collaboration

The Foundational Studies Program at Boise State University was implemented in 2012, replacing the former Core Curriculum. In December 2008, a Core Reform Task Force convened to review and reform the general education requirements. Based on investigation of existing general education programs, including programs at peer universities, the Task Force developed a lengthy list of skills, knowledge, and characteristics that students should gain during their undergraduate experience. Upon identifying

Creating the curriculum

The UF lead faculty identified ULOs for teamwork and critical inquiry as key components of the UF 100 and 300 curricula, and the Library Curriculum Team built on these outcomes in developing its team-based and inquiry-based library instruction. Experiences from previous library instructional methods also informed the development of the new UF curriculum. One previous method involved the Library 101 orientation for Introduction to College Writing (English 101) where students rotated through

Scaffolding library skills

Deliberate thought was given to scaffolding library skills throughout the UF library curriculum. This entailed providing multiple student touch points, with differentiated library learning experiences as they progressed through the Foundational Studies Program. Each touch point provided an opportunity to reinforce the earlier concepts, introduce new content and skills, and establish a foundation for future knowledge. Determining the amount of content to include in a forty-five-minute session

Mobile learning and iPads

In Fall 2011, Boise State University committed to explore effective means to integrate mobile learning and teaching into the student education experience. This commitment produced the Mobile Learning Initiative, a two-year project to aggressively integrate mobile learning activities and devices into the faculty teaching experience and the student learning experience through strategic inclusion of mobile technology into the classroom experience. Albertsons Library was at the forefront of the

Implementing the UF library instruction

Implementing the curriculum involved a script and multiple practice sessions for librarians, the assistance of many library staff members, and the creation of a detailed instruction schedule. To provide a similar learning experience to the approximately 3900 UF students, the Library Curriculum Team created an instruction script for librarians (which resulted in consistently teaching the same learning objectives). The script included librarian talking points alongside the student worksheet (see

Revising the curriculum

The Team began gathering feedback about the UF sessions and curriculum materials shortly after the librarians started teaching in Fall 2012. A Google document was created for librarians to note concerns, make suggestions, and recommend edits for the teaching materials. Three brainstorming meetings provided an opportunity for librarians to discuss what was working, not working, and to suggest revisions. Librarians had a formal opportunity to provide feedback at a focus group coordinated by the

Discussion

This paper discusses the creation of an information literacy component in new University Foundations courses (UF 100 and UF 300) that commenced in Fall 2012. The curriculum for the library sessions incorporated active learning, the POGIL method, iPads, and student teams to teach information literacy skills. Overall, the first semester of teaching the new library curriculum went well due to the extensive preparation and commitment by the Library staff.

The use of POGIL and iPads in the library

Conclusion

As a result of the Library's collaboration with the University's Foundational Studies Program, the Library and the UF information literacy curriculum has become an integral part of the educational experience for all incoming students and had a positive impact on student learning. The information literacy instruction, linking learning activities directly to student assignments, was advantageous to skill mastery, retention, and transference. Strategically scaffolding these information literacy

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