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The Teaching and Learning Library


Brasley, S. S. (2008), Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. New Directions for Teaching and Learning, 2008, 71–88. doi: 10.1002/tl.318

Bullard, K. A., & Holden, D. H. (2006). Hitting a moving target: Curriculum mapping, information literacy and academe. LOEX Conference Proceedings 2006.

Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137.

Scaramozzino, J. M. (2010). Integrating STEM information competencies into an undergraduate curriculum. Journal of Library Administration, 50(4), 315-333.

Curriculum Mapping

What is curriculum mapping?

The term “curriculum mapping” has no singular definition. It refers to several types of mapping processes for the curriculum. Curriculum mapping can be simply seen as an approach to collecting, organizing and displaying curriculum data in meaningful ways to inform curriculum development processes.

Curriculum: “a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and program of work.” (Harden, 2001)

Objectives of curriculum maps

Curriculum maps can be used for many objectives that can include:

To document and share curriculum across programs and examine for gaps, overlaps, and redundancies.

To facilitate finding out where and how skills are developed within a program.

To enable identification of skills and who such skills are developed to meet identified graduate attributes

To facilitate continous program improvement.

Information literacy curriculum maps

Curriculum maps for information literacy (IL) provide a spatial representation of the learning experiences, instructional and assessment methods, and intended learning within a class, a course, or a program. They enable us to see relationships and connections from different persepctives such as the ACRL standards or professional learning outcomes that addressed in a specific learning context. A curriculum map provides a holistic view on the alignment and/or integration of IL into a particular year or with an overall academic program. Related information literacy maps also highlight the sequencing and overlap of information literacy among different courses and identify gaps in needed resources.

The following is an example of a map that maps IL within Queen's University undergraduate Engineering program.

First year

Second Year

Third Year

Fourth Year

Identifies the needed information resulting from an assigned project using a recommended structure

Defines and articulates the needed information resulting from an assigned project using  a recommended structure

Defines needed information using key concepts and terms that describe the information need.

Defines and articulates the needed information resulting from an assigned project using self-determined structures and processes

Identifies appropriate information sources to meet the information need using a prescribed methodology from prescribed sources (e.g. Library Catalogue and a multidisciplinary database).

Differentiates types of publications from scholarly, popular, to professional periodicals through their content and audience, demonstrating skills in how to access them.

Uses appropriate search methods to access a variety of information sources applicable to the discipline (standards, codes, regulations, patents, manuals, academic literature, technical reports, etc.)

Identifies and accesses a variety of information sources applicable to the discipline using self-selected sources with self-structured guidelines

Evaluates information using simple prescribed criteria such as authority, currency, and objectivity.

Evaluates information using advanced criteria related to the aims of the inquiry.

Selects information by articulating and applying criteria for evaluating both the information and its sources

Critically evaluates relevant information regardless of format using self-determined criteria based on experience, inquiry, and the identified literature

Organises and manages information using a simple prescribed structure and format.

Organises and manages information using a recommended structure and tool (e.g. RefWorks as a citation manager)

Uses and manages different types of information sources by selecting appropriate tools and disciplinary styles.

Organises and manages different types of disciplinary information using self-determined structures, processes, and tools.

Please proceed to the next page to know more about how to start developing an information literacy map