2013 Conference

The Student Learning Task Force is pleased to present a three day symposium exploring how GWLA libraries are implementing student learning outcomes and assessment. Presentations will address the following themes: scaling assessment, impact, being proactive, and a place at the table. The symposium is focused on bringing together the GWLA instructional and assessment librarians and library instruction program leaders to focus on exemplary practices in teaching and assessment of information literacy and the impact of libraries on student learning. Attendees will participate in workshops and breakout sessions around student learning outcomes, learning assessment, campus collaborations and partnerships, as well as how GWLA institutions have demonstrated library impact on student learning. Participants will also have the opportunity to engage and network with their peers from across the Alliance and to contribute to the development of a GWLA research question that aims to document the impact or value of libraries on student learning.

Keynote Speakers

The Keynote is bound to be engaging and informative as we are privileged to have Patricia Iannuzzi and Chris Heavey speak!

Patricia Iannuzzi, Dean of Libraries at UNLV, will share her thoughts about the challenges and opportunities in creating a campus-wide information literacy agenda and Chris Heavey, Direction of General Education at UNLV will share his story of the curriculum reform journey at UNLV and the Libraries' role in that process.

Keynote Theme

Creating a Campus-Wide Information Literacy Agenda

Information literacy stands beside critical thinking and oral and written communication as fundamental proficiencies required for academic, professional, and personal success. These lifelong learning abilities overlap and intersect in many ways and far beyond library communities. Higher education associations, regional and disciplinary accreditation bodies, and even employers are demanding evidence that students graduate with these skills. Yet colleges and universities struggle with articulating the desired learning outcome in specific ways that align with assessment practices and the collection of evidence of student achievement. Engaging faculty in rethinking curriculum beyond their courses, and even beyond their major, to create a coherent pathway for students to develop and reinforce these skills, is one of the greatest challenges in curriculum conversations. Libraries can help. But we need to be clear on our own role, sensitive to our unique campus cultures, and opportunistic about ways we can identify the unique strategic hooks for our own institutions in order to help advance the conversations and ensure the libraries place at the center of student learning.