abstract:

This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.

摘要：

本研究展示了一位早期职业图书馆员在政治学课程中提供的非核心课程的课程图。它结合了教学大纲研究和课程映射方法，从课程教学大纲中分析学生学习目标 (SLO) 的语言，并将 SLO 与 ACRL 高等教育信息素养框架和 AAC&U 信息素养 VALUE Rubric 中的阈值概念相结合。这些方法产生两个样本集：一个是核心概念表示，另一个是教学大纲改进的附加遵守情况。结果分析了 SLO 中阈值概念的频率和百分比分布。作者概述了让教师参与信息素养的策略，并建议图书馆员和教师如何为该部门的信息素养教学提供信息。