From literature reviews to research papers to creative works, information literacy concepts and skills – the set of abilities encompassing the discovery of information, how information is produced and valued, and the use of that information in creating new knowledge – are used in every discipline and throughout the research process. This grant opportunity is designed to foster curricular implementation, through re-design of a syllabus and/or assignment, of the USC Libraries Information Literacy Outcomes for Undergraduates and/or the SAA/ACRL-RBMS Guidelines for Primary Source Literacy.
These grants offer the opportunity for disciplinary faculty to collaborate with librarians, acting as instructional designers, to infuse a course or major assignment sequence with information literacy. Sequenced information literacy integration helps students critically engage with sources and enter a scholarly conversation within their disciplines. By sharing in the development and implementation of information literacy instruction with disciplinary faculty, we aim to institutionalize information literacy goals found in WASC’s Core Competencies and USC Libraries Information Literacy Outcomes for Undergraduates across the entire curriculum.
Grants are offered in one of two tracks:
- The Primary Source Literacy Track focuses on integrating primary source literacy concepts through the use of materials from Special Collections.
- The Information Literacy Track focuses on all other types of information, including but not limited to scholarly sources, popular and social media, and student-produced work.
Grant recipients will:
- be awarded $200 to devote time to attend an information literacy workshop
- meet with a librarian for at least one consultation
- share the results of their revisions with the larger USC community; e.g., through panel discussion events and/or providing information about their revisions on this website
Eligibility and How to Apply
For the Information Literacy Track:
Applications are evaluated and accepted on a rolling basis.
Eligibility: All USC faculty or graduate students (full- or part-time) who teach at least one course during the current or upcoming academic year are eligible to apply.
To apply, email the following information to email@example.com:
- USC email address
- USC phone number
- Course Name
- Brief description of course content, or attach a syllabus
- Statement of Interest (750 words maximum) that includes the following:
- Desired outcome of information literacy enhancement
- How those outcomes align with USC Libraries Information Literacy Student Learning Outcomes
- Assignments or readings to be targeted
- How information literacy will be sequenced throughout the course so that concepts are scaffolded and reinforced
- how this course fits into the major, program, or department sequence
Include any relevant attachments, such as syllabi.
The selection committee is chaired by Elizabeth Galoozis, Head of Information Literacy.
For the Primary Source Literacy Track:
The application deadline for the 2019-2020 academic year is March 27, 2020. Workshops will be scheduled based on the availability of participants.
To apply, email the following information to firstname.lastname@example.org:
- USC email address
- USC phone number
- Course Name
Statement of Interest (750 words maximum) that includes the following:
- A description of the goal(s) of the course and how primary source literacy would support those learning outcomes (please review the Guidelines for Primary Source Literacy).
- How primary source literacy can be sequenced throughout the course so that concepts are scaffolded and reinforced. For example: repeat class visits to Special Collections, assignments that involve primary sources, and/or students conducting independent research in Special Collections.
The selection committee is chaired by Katherine Kapsidelis, Reference & Instruction Librarian, Special Collections, and Michaela Ullmann, Instruction Coordinator, Special Collections.
Readings and Resources
Community of Online Research Assignments - repository containing sample information literacy lesson plans aligned with the ACRL Framework
Community of Online Research Assignments
Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance - journal article from College & Research Libraries
Improving and Assessing Information Literacy Skills through Faculty-Librarian Collaboration - journal article from College & Undergraduate Libraries
- A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing - journal article from College & Research Libraries
Examples from Previous Grant Recipients
Selected examples of grant recipients' assignments, syllabi, and other course revisions are below.
Liana Stepanyan, GESM120
A grant recipient from Fall 2016, Liana Stepanyan worked with Elizabeth Galoozis to incorporate primary source instruction, search strategies, and citation practices into the syllabus and library instruction for GE Seminar in Humanistic Inquiry (GESM120): Conquest and Revolution in 20th Century Mexican Literary and Visual Texts. Portions of the syllabus and instructional activities are included below.
Description of first library session from syllabus (Week 4):
"Visit to Libraries. Focus: library tour, how to find materials in the library, importance of primary and secondary sources, how to make citations, what is worth citing."
Description of second library session from syllabus (Week 10):
"Focus: library tour of Special Collections, reading photographs as historic documents. Photographs from the Casasola Archive were widely used to mythify the Mexican Revolution, and legitimize the new government. Reflect on how the lesser-known images of this archive not only provide graphic testimony of this transformative socio-political event, but also condemn its shortcoming and its aftermath."
Jennifer Sopchockchai Bankard, WRIT340
A grant recipient from Fall 2015, Jennifer Bankard worked with librarian Carolyn Caffrey Gardner to revise an assignment sequence leading up to a scholarly paper. Additionally, she created a new assignment, a Literature Review/Annotated Bibliography.
- Scholarly Audience Assignment
- Literature Review/Annotated Bibliography Assignment
- Citation Tracking Handout
- Schedule: Scholarly Audience Assignment
Rochelle Gold, WRIT150
A grant recipient from spring 2016, Rochelle Gold worked with librarian Carolyn Caffrey Gardner to revise a final portfolio assignment for a Writing 150 class in the Technology and Social Change category.
Grant recipients from Spring 2017, Carolina Castillo Larrea, Maria Mercedes Fages Agudo, and Lori Mesrobian worked with Elizabeth Galoozis to develop a two-part information literacy workshop standard across all sections of SPAN260 (Advanced Spanish: Arts and Sciences). Instead of teaching one full class session, the librarian teaches two half-length (30-45 minute) sessions.
Full list of recipients
Information Literacy Track:
- Megan Becker (International Relations)
- Alison D'Amato (Dance)
- Julie Van Dam (French & Italian)
- Ruth White (Social Work)
Primary Source Literacy Track:
- Maya Maskarinec (History)
- Natania Meeker (French & Italian)
- Alexandre Roberts (Classics)
- Reighan Gillam (Anthropology)
- Leah Kemp (Spanish & Portuguese)
- Erin Moore (Anthropology)
- Kendra Atkin (Thematic Option)
- Sanders Bernstein (Thematic Option)
- John Blakinger (Society of Fellows in the Humanities)
- Maria Mercedes Fages Agudo (Spanish & Portuguese)
- Carolina Castillo Larrea (Spanish & Portuguese)
- Lori Mesrobian (Spanish & Portuguese)
- Liana Stepanyan (Spanish & Portuguese)
- Jennifer Sopchockchai Bankard (Writing)
- Rochelle Gold (Writing)
- Briana Hinga (Education)
- Mark Marino (Writing)
- Lauren Matchison (Architecture)
- Nina Rathbun (International Relations)
- Beatrice Sanford Russell (Early Modern Studies Institute)
- Adriana Streifer (Writing)
- Veli Yashin (Comparative Literature)
- Emily Zeamer (Anthropology)
These grants were originally funded through a USC Libraries Dean’s Challenge Grant.