This presentation will demonstrate how one university's librarians developed a for-credit information literacy course designed to teach research skills to first-year students as well as to facilitate reflection on their "in real life" (IRL) academic experience through engagement with institutional culture, history, and impact. We will discuss how we balanced practicality and external pressures with our commitment to critical pedagogy, while shepherding the course through several iterations based on student feedback, formal assessment, and shifting university administrators. A central focus will be the lessons learned in how course design across online and hybrid class models impacted student learning and experience.
Participants will:
Be able to identify elements of their own institution's history that could be incorporated into information literacy curricula.
Be able to articulate how pedagogical approaches differ in their implementation across online, hybrid, and traditional models of IL instruction.
Be able to formulate how an "IRL"-minded approach may be integrated into their own instructional contexts.
