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Yes it was worthwhile specifically to hear how other disciplines think about or define information literacy.

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Yes it was worthwhile specifically to hear how other disciplines think about or define information literacy.

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Definitely worthwhile! #1. The MCCCD Library faculty voice was heard in the discipline work. 

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Definitely worthwhile! #1. The MCCCD Library faculty voice was heard in the discipline work. 

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Yes it was important to learn more about another discipline and to hear about their outside pressures and issues. This was very informative to participate in overall.

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Yes it was important to learn more about another discipline and to hear about their outside pressures and issues. This was very informative to participate in overall.

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there weren't clear guidelines given on the process provided before or during 

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there weren't clear guidelines given on the process provided before or during 

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Doing preparation work on the discipline was super important. It provided opportunities to use similar language and to keep up with the fast pace of the discussions. The mapping process was intense and sometimes contentious between different members of the committee.  

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Doing preparation work on the discipline was super important. It provided opportunities to use similar language and to keep up with the fast pace of the discussions. The mapping process was intense and sometimes contentious between different members of the committee.  

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The EDU Map is so tight--they don't even have "room" for all of the EDU classes they want and a big math thing came up that is still unresolved. So my "take away" was that it would be most effective to identify specific contextualized opportunities in specific classes and make those connections at the college level.

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The EDU Map is so tight--they don't even have "room" for all of the EDU classes they want and a big math thing came up that is still unresolved. So my "take away" was that it would be most effective to identify specific contextualized opportunities in specific classes and make those connections at the college level.

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The do have explicit IL outcomes in their statements.

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in sociology, they added many IL outcomes 

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in sociology, they added many IL outcomes 

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#2 I made connections with other discipline faculty from my college, as well as other colleges, who had their "Ahha" moment connecting how information literacy is expected in their discipline. But until they heard over the two days, what information literacy was and accepting what their students submit for sources/research, they acknowledged that the work fell short and what it could  be like by collaborating with library faculty.  

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#2 I made connections with other discipline faculty from my college, as well as other colleges, who had their "Ahha" moment connecting how information literacy is expected in their discipline. But until they heard over the two days, what information literacy was and accepting what their students submit for sources/research, they acknowledged that the work fell short and what it could  be like by collaborating with library faculty.  

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The mapping process was organized and even though the group at first seemed to want to just use what had been created before...the facilitators did guide us through the process and we created great learning outcomes. The other parts of the process got rushed because of this math issue that came up and took a lot of the time the 2nd day.

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The mapping process was organized and even though the group at first seemed to want to just use what had been created before...the facilitators did guide us through the process and we created great learning outcomes. The other parts of the process got rushed because of this math issue that came up and took a lot of the time the 2nd day.

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Oh and the preparation ahead of time was key. I had looked up the EDU classes ahead of time and had tried to do a little reading in the field prior to the first day. I was able to speak to that reading/background which provided a good "in" for me to the conversation day 1. Day 2 I had little input because of how that day kind of went.

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the roles of each type of faculty on the team weren't clearly elucidated (i.e. what were the roles of "foundational faculty" vs discipline faculty)

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the roles of each type of faculty on the team weren't clearly elucidated (i.e. what were the roles of "foundational faculty" vs discipline faculty)

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lack of data on MCCCD transfers - for Engineering this was significant as Fulton has distinctly different programs at PolyTech vs Tempe campuses

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Jen sent email to the mapping steering team commended the library faculty's committment to mapping and contributions

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Jen sent email to the mapping steering team commended the library faculty's committment to mapping and contributions

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IFS 105 - Finding Healthcare Info Online

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IFS 105 - Finding Healthcare Info Online

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IFS 215 - Cultural Context of Health Info

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Absolutely! I made sure of it. :) AJS (2) and COM (3) PMLOs.

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Love it! Helped me identify where we should be putting our own efforts in terms of contextualized instruction, which courses to target.

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It helped other faculty see the value in librarians and helped me have a greater appreciation of the complexity of disciplines.

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The group I worked with was positive and welcoming.  It was clear, however, that they had done some preliminary work (virtually) as a team before the mapping meeting...and those materials hadn't been shared with me, so I had to ask for them and try to get up to speed while the conversations were ongoing.  

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The group I worked with was positive and welcoming.  It was clear, however, that they had done some preliminary work (virtually) as a team before the mapping meeting...and those materials hadn't been shared with me, so I had to ask for them and try to get up to speed while the conversations were ongoing.  

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One of the coaches at this mapping actively advocated for her discipline's elective course to be included in Anthropology's recommended elective courses; given her leadership role at the mapping, this seemed like a potential conflict of interest...

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Participating in the process was so interesting! Working alongside faculty in other disciplines was also eye-opening. Nevertheless, my impression is that a lot hinges on the facilitators and how inclusive they may or may not be. For engineering, all non-engineering faculty were engaged more as 'what does this sound like to an outsider?' rather than calling on our specific expertise for contributions.

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The Psychology team added more Info Lit language into learning outcomes 

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The Psychology team added more Info Lit language into learning outcomes 

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It was important that library faculty were part of the pathway teams. One had to have a strong, insistent, confident voice to champion information literacy. 

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It was important that library faculty were part of the pathway teams. One had to have a strong, insistent, confident voice to champion information literacy. 

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Excellent way to identify the foundational/gateway courses that we should be working closely with.

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I agree with some of the other comments.  The Engineering discipline has so many pre-reqs that students are *way* over their credit hours before transferring.  Plus, I learned that ASU doesn't even transfer in credits as one University.  It depends on which campus a student is planning to attend. Having a better understanding of the degree and transfer requirements gave me a much better understanding of why the IFS classes may be seen as relevant and important, but simply not feasible for many disciplines.

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I agree with some of the other comments.  The Engineering discipline has so many pre-reqs that students are *way* over their credit hours before transferring.  Plus, I learned that ASU doesn't even transfer in credits as one University.  It depends on which campus a student is planning to attend. Having a better understanding of the degree and transfer requirements gave me a much better understanding of why the IFS classes may be seen as relevant and important, but simply not feasible for many disciplines.

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It gave me the opportunity to 'see' the instructors' concern for students, and the group's willingness to listen to my pitch for IFS and Info Lit, in general

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It gave me the opportunity to 'see' the instructors' concern for students, and the group's willingness to listen to my pitch for IFS and Info Lit, in general

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How Information Literacy is defined by other discipline faculty can be problematic, especially if those discipline faculty are saying that a course meets the learning outcome on the map and yet students are exiting the program without proficiency in that outcome.  

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How Information Literacy is defined by other discipline faculty can be problematic, especially if those discipline faculty are saying that a course meets the learning outcome on the map and yet students are exiting the program without proficiency in that outcome.  

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The RDG person in our group heavily advocated for courses --the group listened but didn't respond. This happened more than once. We had a math person and a rdg person, but no counseling and the composition person was the facilitator (I guess). Also there was really no discussion of what composition-just ENG 101 and ENG 102, which made me wonder if there was more discussion regarding English in other maps. The RDG faculty did announce there is an initiative to make CRE a requirement across all maps-- I don't know if anyone else has heard this or not? Maybe it's coming through the RIC?

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The RDG person in our group heavily advocated for courses --the group listened but didn't respond. This happened more than once. We had a math person and a rdg person, but no counseling and the composition person was the facilitator (I guess). Also there was really no discussion of what composition-just ENG 101 and ENG 102, which made me wonder if there was more discussion regarding English in other maps. The RDG faculty did announce there is an initiative to make CRE a requirement across all maps-- I don't know if anyone else has heard this or not? Maybe it's coming through the RIC?

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I was frustrated that the mapping process only focused on the discipline specific outcomes and didn't consider the higher level District or even college level outcomes.  For example, the Econ group doesn't have IL in their discipline specific outcomes and so while a handful of the faculty see the benefit of including this in their curriculum, the others preferred to assume it was being handled in other classes and didn't want to concern themselves with it.

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I was frustrated that the mapping process only focused on the discipline specific outcomes and didn't consider the higher level District or even college level outcomes.  For example, the Econ group doesn't have IL in their discipline specific outcomes and so while a handful of the faculty see the benefit of including this in their curriculum, the others preferred to assume it was being handled in other classes and didn't want to concern themselves with it.

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I learned the vocabulary used by a discipline, which will help me when reaching out to faculty who are teaching courses that address an IL outcome.

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For EXS-Pre-Physical Therapy mapping, "evidence-based practice", "Evaluating, integrating scholarly sources," were common course competencies included in the EXS tract.  I advocated for the "scholarly conversation" Frame, sharing out it can be used in the course(s), some faculty bit and some weren't convinced that students can have "scholarly conversations."

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For EXS-Pre-Physical Therapy mapping, "evidence-based practice", "Evaluating, integrating scholarly sources," were common course competencies included in the EXS tract.  I advocated for the "scholarly conversation" Frame, sharing out it can be used in the course(s), some faculty bit and some weren't convinced that students can have "scholarly conversations."

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The PMLOs with an IL focus provide us with more leverage to embed in online courses, co-create assignments, etc.

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Important that Info Lit and librarians had a seat at the table. Our presence from the beginning essential.

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Important that Info Lit and librarians had a seat at the table. Our presence from the beginning essential.

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it seemed that the disciplinary faculty had predetermined opinions about what gen ed courses could fit rather than opening selves to considering new possibilities

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Still fairly unclear how all the pieces will come together and what this will look like in the end.

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Still fairly unclear how all the pieces will come together and what this will look like in the end.

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I have seen the future mapping schedule and it's huge! Many slots to be filled. We may have to be more selective in terms of which mapping sessions we can attend and/or bring all DO librarians into the fold.

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While I brought up IL outcomes in my mapping sessions, the majority of the faculty members was that this is being handled in the gen ed courses and didn't seem to think they needed to worry about it.  A handful of faculty did say that they try to incorporate some level of IL into their discipline-specific courses.

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While I brought up IL outcomes in my mapping sessions, the majority of the faculty members was that this is being handled in the gen ed courses and didn't seem to think they needed to worry about it.  A handful of faculty did say that they try to incorporate some level of IL into their discipline-specific courses.

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I'm still puzzled by gen ed/distribution requirements - are we still directing students to huge buckets of options for satisfying gen ed tag requirements? One facilitator seemed to indicate that if the group did not have very specific program reasons for directing students to take a particular HU or SB, that we should not limit students' options. Nevertheless, I thought one of the hallmarks of pathways is scoping options so we don't overwhelm students.

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It was challenging not advocate for specific IFS courses, rather the overall information literacy outcomes, but I did suggest specific courses, IFS110, because it was a good fit. However, the EXS - Pre-PT/Pre-Med tract is so required credit heavy (students expected to carry 18 credits a semester), that fitting in non-pre-med/EXS/PT was frustrating. 

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It was challenging not advocate for specific IFS courses, rather the overall information literacy outcomes, but I did suggest specific courses, IFS110, because it was a good fit. However, the EXS - Pre-PT/Pre-Med tract is so required credit heavy (students expected to carry 18 credits a semester), that fitting in non-pre-med/EXS/PT was frustrating. 

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Anthropology dropped IFS 210 (not widespread enough/ 'competes' with Anthro's own courses w/ the SB tag).  They kept IFS 201, liked the 'L' designation.

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Anthropology dropped IFS 210 (not widespread enough/ 'competes' with Anthro's own courses w/ the SB tag).  They kept IFS 201, liked the 'L' designation.

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doesn't acknowledge it overtly. Some CHM faculty talked about some awesome assignments with varying degrees of IL that they have students do - but they don't see this as IL. So this would need to be evoked on a local faculty-to-library-faculty level.

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There were some concerns about financial aid   and the ability of students to take "extra" classes while waiting to enter the Nursing blocks

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There were some concerns about financial aid   and the ability of students to take "extra" classes while waiting to enter the Nursing blocks

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At sociology mapping the group seemed to think that all of student's IL needs were met in ENG 101/102

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At sociology mapping the group seemed to think that all of student's IL needs were met in ENG 101/102

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Wasn't sure what reception to expect, but I found my mapping group open to concepts of information literacy and librarian input. No clear way to champion for IFS classes because the initial mapping focused on getting the students through in 2 years  (full-time student) or 4-6 (part time.) Classes outside the discipline were not greatly focused on, aside from general  education requirements, such as ENG101.

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Wasn't sure what reception to expect, but I found my mapping group open to concepts of information literacy and librarian input. No clear way to champion for IFS classes because the initial mapping focused on getting the students through in 2 years  (full-time student) or 4-6 (part time.) Classes outside the discipline were not greatly focused on, aside from general  education requirements, such as ENG101.

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EXS relied heavily on a national "required/transfer credit course program of study for the 100+ universities that offer degrees. That document was useful for me, because it documented courses for potential library faculty and information literacy connection.

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EXS relied heavily on a national "required/transfer credit course program of study for the 100+ universities that offer degrees. That document was useful for me, because it documented courses for potential library faculty and information literacy connection.

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Outlets needed for the mapping process or provide rooms with technology as was Google Doc intense...participants became "territorial" over the outlets ;-)

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Outlets needed for the mapping process or provide rooms with technology as was Google Doc intense...participants became "territorial" over the outlets ;-)

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a little triage, maybe? or reference interview?

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a little triage, maybe? or reference interview?

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programs like engineering and even chemistry have tightly sequenced courses (not much or any room for missteps) so any IL components need to be infused rather than elevated to program outcomes. Oops. Maybe this fits with the brainstorming later.

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My mapping group focused on streamlining and narrowing the course in their three areas: Foundational courses, Critical courses, and Recommended courses.  They reduced significantly, and it was apparent this sharp reduction was intentional.

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My mapping group focused on streamlining and narrowing the course in their three areas: Foundational courses, Critical courses, and Recommended courses.  They reduced significantly, and it was apparent this sharp reduction was intentional.

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It was frustrating for me that the GP facilitator made pronouncements on how library faculty will handle the new demand for teaching that we "will be overwhelmed." She consistently said we could "just make videos." 

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It was frustrating for me that the GP facilitator made pronouncements on how library faculty will handle the new demand for teaching that we "will be overwhelmed." She consistently said we could "just make videos." 

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Some of the members in the Language mapping team are very contentious, esp. regarding adding information literacy or not, though the facilitator tried to balance all the voices and points of view. A couple of those outspoken faculty mix critical thinking with information literacy, and have not had much collaboration with library faculty.

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The experience is quite worthwhile though I had only one limited meeting. Good to hear one ENG faculty from SMCC strongly advocated IL for the Languages mapping, but also interesting to learn some other opposing voices and their perspectives. I realize that we, as ibrary faculty, have more work to do among the faculty.

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The team decided to wait and collect more feedback before adding IL into the Language mapping outcomes. I am not sure about the status now.

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A couple of faculty in the Language mappin team admitted that they do not know much about IL and therefore did not see the significance of it. Several SPA faculty tended to dominate the conversation while they do not embrace IL as much and believe that critical thinking already includes IL. Luckily, the facilitator is quite supportive of IL and gave me some time to counter argue, with the ACRL framework on the screen.