100 - Designing and Implementing a Scaffolded Information Literacy Program: Strategies and Lessons Learned

Background: COVID-19 has challenged librarians to rethink and adapt library instruction in an ever-changing learning environment. Transitioning to a new position during the pandemic offered the unique opportunity to strategize library instruction in the graduate school curriculum. Prior to 2021, the library had a limited presence in the curriculum with only orientation and one to two sessions per year. This poster reflects on the strategies, successes, and lessons learned of designing and implementing a new tiered information literacy instruction program for graduate clinical psychology students.

Description: A multi-faceted approach was used to design the scaffolded instruction program by analyzing the existing curriculum, identifying potential courses for embedding instruction, and gaining faculty buy-in. First, all course syllabi, assignments, and dissertation milestones were reviewed in the one-year Master’s and four-year doctoral programs. This informed the development of information literacy instruction maps for both programs. Each instruction map listed threshold concepts and advanced skills for graduate-level students in information literacy as well as linked to professional competencies. Session topics with learning objectives and session delivery options were then mapped to potential courses and dissertation milestones. Second, faculty were individually approached to discuss how the library could better support student learning and fulfill course objectives through embedded library instruction. Faculty proved very receptive and a tiered instructional approach was used to design and deliver sessions throughout the academic year.

Conclusion: To date, in addition to library orientation, eight new sessions have been integrated into the doctoral program and three into the Master’s program. These have been taught fully online or hybrid depending on the school’s current teaching mode due to the pandemic. Designing a tiered instructional program that directly tied to course assignments and dissertation milestones helped develop rapport with faculty and increased the visibility and perceived value of the library to students. Next steps include developing formal assessments to identify student areas of struggle and continually improve the design of the tiered instruction program.