Instructional Design Librarians and Subject Matter Experts: A Winning Combination

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Brief Abstract

An instructional design librarian and an engineering librarian will review how they are adapting an already existing Introduction to Library Research class (ULIB 101) for an online class specifically designed for engineering students.  Learn collaboration tips from our experience working together to design a class

Presenters

Holding an MA in English Literature, an MLIS, and a graduate certificate in instructional design, Kelly Diamond is the head of West Virginia University Libraries’ Office of Curriculum and Instructional Support. The Office develops and maintains the WVU Libraries’ for-credit course, ULIB 101: Introduction to Library Research, and manages other Library credit-bearing courses on visual literacy, grant-seeking, and gender and the research process. Diamond also assists with course development as well as provides instructional support through individual consultations and professional development opportunities. The Office also develops and maintains digital learning objects, such as the WVU Plagiarism Avoidance Tutorial. Diamond’s research interests include the intersections of information literacy, critical pedagogy, and online instruction and design. [Pronouns: she / her].

Extended Abstract

A chance conversation before a Engineering committee meeting sparked the process.  I mentioned to a colleague that I was going to be teaching an online class that introduced students to the research process.  He asked if there was one available for engineering students.  I told him NO but we could create one. Fast-forward a few months: the instructional design librarian and I are putting together the class to be available for implementation in Spring 2021.

We met with engineering faculty who can gave us a quick overview of  Accreditation Board for Engineering and Technology (ABET) standards that the faculty members wanted us to adhere to. The faculty also requested a few subject-specific skills that they wanted the class to over, for example the use of Engineering Standards.

The final project will be an infographic for middle school students that describes some feat of engineering or a bit of engineering found in everyday life.  Because of the ABET guidelines require Engineering students be able to communicate information in a variety of formats, the students will also be required to create a conference level poster of the information they find.  Finally, they will write a short memo reflecting on their research experience.

This discovery session will not only cover the design of the course but also the working and collaborative process involving the instructional design librarian, the engineering librarian, and the Fundamentals of Engineering Committee. Each member of this group brings subject matter expertise: engineering; engineering librarianship, and instructional design informed by information literacy. We will discuss how we designed the class so that everyone had input while keeping the course streamlined and cohesive.

 

We will have examples of infographics from our current class and have some examples that we have created as examples to the students who will be taking the class.

There will be a Google doc link that viewers will be able to follow to ask us questions and to comment on the works themselves.