Faculty Information Literacy Seminar--November 2, 2000
Kenyon College Libraries hosted an Information Literacy Seminar on November 22, 2000 to inform the faculty about the Mellon grant. Approximately 25 Kenyon faculty and ten librarians received a welcome and overview of the grant from Frank Wojcik, Director of Information Resources; a definition of Information Literacy by Librarian and Technology Consultant (LTC) Mark Gooch; an update about collaborative work on Kenyon's Pilot Project in Psychology by Ellen Stoltzfus, Associate Professor of Psychology and Jasmine Vaughan (LTC); and an explanation of the application process for other faculty-librarian teams from Director of Information Access, Janet Cottrell. Frank Wojcik moderated a brief question and answer period. A copy of the call for proposals, application materials and the ACRL Information Literacy Competencies were distributed.
Common Hour Panel Presentation--September 12, 2002
On Thursday, September 12, 2002, the Kenyon College Information Literacy Committee sponsored a Common Hour Panel Presentation in the Olin Auditorium. The session lasted from 11:10-noon and had five faculty members, five administrators and one off-campus guest in the audience.
During the session, Jasmine Vaughan, IL Committee member, provided introductions and, at the end of the panelists' remarks, moderated a ten-minute question and answer session. Participating faculty-librarian teams (who had all received Mellon IL grants) included: Melissa Dabakis and Carmen King, http://collaborations.denison.edu/ohio5/grant/development/dabakis.htm; Scott Cummings and Jasmine Vaughan, http://collaborations.denison.edu/ohio5/grant/development/cummings.htm; Julian Arribas and Paul Burnham, http://collaborations.denison.edu/ohio5/grant/development/arribas.htm.
Dabakis and King described the goals and course page that they are using for the first time this semester, to teach Art History 111: Survey of Art, Part II. The course page can be found at, http://lbis.kenyon.edu/subj/arhs/arhs111/. In this course, students will learn methods to evaluate web sources and will use selected Museum web sites to learn about specific artists. This course page has already been used by other Art History students, outside the 111 course.
Cummings and Vaughan described their collaboration to develop goals, assignments and a pre-/post- test series for the students in CHEM 475: Chemistry Seminar. They taught the course last fall and are implementing modifications, based on student feedback, this semester. A special aspect of this class is the emphasis on peer-evaluation of student writing. Students spend 3 class sessions reading each other's literature reviews. This process is likely responsible for the assessment by Chemistry faculty that the students delivered the "best senior exercises [ever]" in Spring 2002.
Arribas and Burnham described their collaboration on Spanish 365: Cervantes and Quijote, at Ohio Wesleyan University. Burnham explained that although he is not the liaison to the Spanish department, he collaborated with Arribas on this project due to his ability to speak and read (some) Spanish. They demonstrated the online course materials, written in Spanish, and discussed several active learning exercises that allowed students to build the skills required for writing a research paper.
Audience reactions included observations that all three IL courses included some discussion of ethics; questions about the impact of these stand-alone courses on the curriculum in the departments and issues related to maintaining juried web links on course guides.