thing 17: Curriculum-Mapping

Optional Readings:



Read one or more of articles above to gain more insight into the curriculum mapping process, examine the examples, and then answer one or more of the questions in the comments below:

  • Which of the approaches outlined in the articles above do you think will work best at your institution? Why?
  • Think about one of the departments or programs of study you work with. Where do you see redundancies and opportunities for integrated information literacy instruction?
  • Examine a syllabus or the major requirements for a department you work with. Where do you see overlap between those learning goals/outcomes and the Framework?


  1. After looking at the articles it is clear that what I have done already is use a range of techniques used by or analyzed by the authors. If I could post a picture you would see a very messy whiteboard (magnetic) with a grid of four different majors within the Business School. In the center are four core classes that all majors should take by the end of their second year. In the outer grid are five more classes that are taken at different times depending on the major. If you were to look at library instruction over the past four years it is clear that we have only touched two or three of the classes on the white board. And not consistently.

    The techniques I used:
    1) Gap analysis in instruction and number of majors.
    2) Anecdotal evidence from Reference desk and instruction sessions.
    3) Analysis of courses required for BS Business majors, Marketing, Management, Finance, and Accounting

    The questions that we need to answer are:
    1) What are the key 2 or 3 classes, Intro and upper level and where we want to find a foothold.
    2) How many of those classes are taught each semester, which semester in order to examine if we can sustain the instruction.

    For our purposes, I want to use the Research Skill Development framework used by our colleagues from Adelaide as I think it may appeal to business school more than the language used in the ACRL Framework.

    Ideally, we would be able to target professors who teach those classes individually, after conferring with department head, to see if we can examine their syllabi and have access to their assignments. If we can do this we will be able to create appropriate instruction sessions that are adaptable for online, in person, or embedded delivery. The classes identified would mean about 12-24 instruction sessions. I am not sure we have the staff to sustain that volume for all in person instruction. This requires more information about what the professors, department, and students need.


  2. One department that I struggle to strategically embed information literacy into the curriculum is history. I have a great relationship with many of the professors and work with quite a few classes, but I think the “strategic” element on my end is a bit lacking. The historiography class seems like it would be a good place to focus some of my attention since it is taken by all majors, usually early on, and has a heavy research component. Here is some overlap I can see between the course’s major learning goals and the framework:

    1. Explore multiple historical and theoretical viewpoints that provide perspective on the past.(authority is constructed & contextual, scholarship as conversation)
    2. Choose among multiple tools, methods, and perspectives to investigate and interpret materials
    from the past. (searching as strategic exploration)
    3. Generate significant, open-ended questions about the past and devise research strategies and an
    interpretation to answer them. (research as inquiry)

    I also think this is an area where there might be a large gap between students’ novice research knowledge/strategies and faculty’s very expert modes. There is probably an opportunity there to do some translation and bridging as a librarian existing between those two positions…



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