McAdams, J., & Glauberman, J. (2017, June), Information Literacy Portfolio for Curriculum Mapping  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28528

\bibitem{asee_peer_28528}
  McAdams, J., \& Glauberman, J. (2017, June), \emph{Information Literacy Portfolio for Curriculum Mapping}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28528

Jeff McAdams and Julia Glauberman.  "Information Literacy Portfolio for Curriculum Mapping".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28528 Internet.  29 Apr, 2025

\bibitem{asee_peer_28528}
  Jeff McAdams and Julia Glauberman.
  "Information Literacy Portfolio for Curriculum Mapping".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28528 Internet.  29 Apr, 2025

@INPROCEEDINGS{asee_peer_28528
author = "Jeff McAdams and Julia Glauberman"
title = "Information Literacy Portfolio for Curriculum Mapping"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28528}
number = {10.18260/1-2--28528}
}

TY  - CPAPER
AB  - A portfolio of information literacy (IL) assignments was created for undergraduate engineering
students. The portfolio, which includes 29 assignments shaped by the ACRL Framework for
Information Literacy for Higher Education, was designed in conjunction with the creation of a
curriculum map covering all of the College of Engineering’s undergraduate programs. The goal
of this ongoing project is to provide opportunities for students to engage in short, thoughtful
experiences with IL at strategic points throughout their time as undergraduates. To accomplish
this, the following steps were taken: (1) Syllabi from 300 courses were analyzed to determine
potential for compatibility with IL instruction, (2) sequences of required courses for each of the
10 undergraduate engineering programs were visualized to facilitate scaffolding of IL
instruction, (3) a list of discrete IL concepts and skills were derived from the ACRL Framework,
(4) assignments were designed to introduce students to each of those concepts and help them
develop each of those skills, (5) assignments were matched to high potential courses identified
during the curriculum mapping process. The next step is to collaborate with engineering faculty
to refine the portfolio and work toward the adoption of these assignments as part of a holistic
program. The assignments and supplementary materials are available online for other librarians
to use and adapt.
AU  - Jeff McAdams
AU  - Julia Glauberman
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Information Literacy Portfolio for Curriculum Mapping
UR  - https://peer.asee.org/28528
DO  - 10.18260/1-2--28528
ER  -