Tag Archives: OWEAC

note about the Cooperative Library Instruction Project

I’ll post updates about the Cooperative Library Instruction Project as it develops. I hope your input will shape the vision and realization of this project! Below is the project overview from the handout I distributed at the fall OWEAC meeting in Bend. Although it has only been a short time since we met, my concept of this project has morphed and I think changing vision will be the norm for awhile. I’m looking forward to hearing your thoughts and will put out a more formal call for ideas soon. ~Michele

Cooperative Information Literacy Project

Goal: Create a collection of information literacy tutorials that may be shared by Orbis Cascade Alliance institutions and eventually non-Alliance members.

Funding: The LSTA grant proposal has been selected for funding pending board approval, which happens sometime in October. The board has never rejected a proposal that has been recommended for approval, so the Project Team is moving forward with initial implementation work.

Project Team: Liaisons from four Oregon Cascade Alliance member institutions (Chemeketa Community College, Western Oregon University, Oregon State University, and Willamette University) plus a Project Coordinator to be hired pending final approval.

Have Your Say:Which tutorials are most needed? If only ten tutorials are created- which ones should they be? What is not needed? What’s missing that should be considered? What should the Project Team know going into this effort? Who else should be involved? How should we collect, add, and make available tutorials and materials that have already been created?

OWEAC 5/16/08 meeting

OWEAC = The Oregon Writing and English Advisory Committee…

Maybe you already know what OWEAC stands for, but it bears repeating as this group is a too-well kept secret. As I say in my notes from the Feb. 8th meeting at Linn Benton, tuning in to OWEAC is a great way for Oregon librarians to stay in the loop about the important issues affecting our collaboration with writing colleagues in higher ed. Here are my in process notes from the May 16th meeting at OIT in Klamath Falls. I’ll try to capture the flavor of the discussion and why it is important, then we can further discuss implications for academic librarians. If you are interested, I hope you’ll comment in the blog or contact me personally with questions, corrections, and to get in on the IL conversation. Cheers!

  1. Revisions to the AAOT (Associate of Arts Oregon Transfer) degree requirements went to the Joint Boards of Education for adoption on May 2. 2008. In brief, the revisions to the AAOT are done (here is my copy with scribbles). Note: Information Literacy is not listed as a foundational requirement, but it is called out in the notes and clarifications (page 2, number 7). The note on IL says: Information Literacy is included in the AAOT through embedding the appropriate content and analytical activity in courses that count toward Foundation Requirements or Discipline Studies. Colleges will designate courses that do so.  Looks like we need to think about how to designate a course as fulfilling the IL piece.
  2. The revised AAOT and the Oregon Transfer Model (OTM) describe the minimum writing requirement as …at least two courses totaling a minimum of eight credits of lower division collegiate writing courses and designated courses are WR 121, 122, 123, and 227. (see a copy of OTM with my scribbles).
  3. Many (most?) Oregon colleges and universities are making the conversion from 3 to 4-credit writing classes. English and writing instructors are sending outcomes to Eva Payne who is compiling a side-by-side list of existing 3 and 4-credit outcomes. Now is the time for librarians to chime in and work with Writing and English folks on incorporating IL outcomes into the 4-credit writing courses…ideally coming up with language that suits both purposes, rather than trying to squeeze in an IL outcome after the fact. As noted above, this is also a good time to think about how we will designate those foundational requirement classes with incorporated IL.
  4. There is a need for IL training for faculty. I mention the LSTA grant proposal to fund creating of shared IL tutorials. It was clear at OWEAC that there is a need/desire for a set of IL tutorials for faculty (full and part time, adjunct, and instructors in dual credit programs). I’m going to forward this OWEAC recommendation to McKiel. OWEAC is also interested in endorsing McKiel’s IL grant proposal, although it is only in spirit until we are able to read the text of the grant. Writing and English faculty expressed a strong desire for IL tutorials aimed at teaching faculty (full time and adjunct) to successfully incorporate IL into writing classes. In addition to training our regular college and university faculty, we also need a way to train Dual Enrollment instructors who teach writing classes in High Schools. I hope the shared online instruction resources McKiel envisions will include tutorials designed for our Writing and English faculty colleagues.

Here is the Information Literacy Proficiencies poste (pdf with notes OR word doc but be careful about losing formatting).