Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.

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Curriculum Mapping across the Disciplines: Differences, Approaches, and Strategies.

The ACRL’s Framework for Information Literacy for Higher Education offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL’s rescinded Information Literacy Competency Standards for Higher Education correlate with the preferred research and decision-making model of the health sciences, evidence-based practice. Through a partnership, librarians and faculty can use all three to develop a curriculum map composed of a series of research assignments and library instruction delivered over the course of a two-year undergraduate allied health program. The presented curriculum map shows that the Standards can be retained and utilized as a bridge between the new Framework and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences.

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Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map.

With growing interest in applying user experience (UX) methods to improve library interfaces, spaces, and services, it is critical to gain a deeper understanding of the organizational factors influencing libraries' adoption and incorporation of UX expertise This article reports the results of semi-structured interviews with 16 UX librarians and focuses on how the positions were created, the benefits they have brought to their library, their biggest challenges, and the extent that their work is understood throughout the library The article concludes with a preliminary model of library UX maturity and six critical directions for the future of UX librarianship

“It Takes a Village”: On UX Librarianship and Building UX Capacity in Libraries

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Techniques for Electronic Resource Management: TERMS and the Transition to Open

Just what does usage mean? And how does it relate to value? Is there a fair way to ascertain the value of resources? In regards to library resources, “use” can simply be an arbitrary quantitative concept. Knowing that searches and sessions are considered input measures while result clicks and views are output measures helps the process. With electronic resources, we parse our usage statistics (when we can get them) to arrive at a cost per use, and define whether that use is a view, a printout, or a download. Of course, there are discrepancies as we examine different e-resources; for instance, cost-per-use can be very different with e-books—the definition of a “section” varies from vendor to vendor, and vendors' attempts to limit mass downloading mean that some e-book titles have page number limits with no correlation to chapter length. Analysis of usage data and other qualitative measures as part of a systematic review of current and potential e-resources highlights underutilized resources, access issues,...

Tips from the trenches

Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills.

Curriculum Mapping in Academic Libraries

Librarians designed a biology tutorial not only to address an assignment, but also to make tutorials more accessible to students with various learning styles. The Science Librarian created the content by using aspects of the Information Literacy Standards for Science and Technology/Engineering, an informal survey of biology faculty, and assignments for the biology labs. The Instructional Design Librarian created multiple modules that engaged users through text, images, audio, and interactive tutorials. The researchers used Universal Design for Learning principles to address multiple learning styles, specifically multiple means of representation, and created a mapping technique for those principles that can be applied to any library tutorial. To assess the effectiveness, students with learning disabilities completed a usability test on the tutorial.

https://thescholarship.ecu.edu/bitstream/handle/10342/4970/WebbHooverCRLArticle.pdf;sequence=1

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

A research project was undertaken by a university library system to develop a sustainable user experience strategy. A task force was convened to conduct a pilot project with members from both libraries in the system to assess staffing responsibilities, guidelines, processes, and data-gathering procedures. The team tested an electronic resources list common to both libraries. In describing the methods employed by the task force in their research, this article outlines the benefits and drawbacks of staffing configurations to initiate user experience practices in an academic library setting.

Our Experience with User Experience: Exploring Staffing Configurations to Conduct UX in an Academic Library

This chapter describes a Digital Media lab, including the services offered and equipment. It also situates digital media labs in the service model definitions from Chapter 2, Defining Library Space and Service Models for Library Creative Spaces.

Digital Media Labs

During the course of this research, the author attempted to locate institutions and background information about spaces that would be similar in scope to a digital scholarship lab (or scholar"s lab) being proposed in a university library. The information is meant to serve as a guide for the space design project, but it will be an important benchmarking tool for existing spaces. A framework is provided as a planning document for other libraries that are considering the development of such a space in an academic library.

Katy Kavanagh Webb

Papers

Curriculum Mapping in Academic Libraries

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

Our Experience with User Experience: Exploring Staffing Configurations to Conduct UX in an Academic Library

Digital Media Labs

Benchmarking Library Creative Spaces for Research Support and Faculty/Librarian Partnerships