Information Literacy Grants for Faculty
After the success of the first four years of Information Literacy Grants, Brandeis University Library will be offering Information Literacy grants to faculty for the 2019-2020 academic year. These grants are meant to help faculty work with librarians to design courses that help students become mature researchers and scholars.
Applications for 2019-2020 are due April 30, 2019. Before submitting an application, faculty members must meet with their liaison librarian to discuss the learning goals for the course and ways to integrate information literacy most effectively into the course.
Each grant will be $2,000. A librarian will be assigned to work with each grant recipient and would be available to teach at least one class or section whenever the course is offered. The grant will be split into two equal payments: one payment in May 2019 and one payment midway through the semester in which the course is being taught. If two faculty members apply for a grant for a course that they are co-teaching, the faculty members will each receive half of the payments.
Questions may be addressed to Laura Hibbler at firstname.lastname@example.org or 781-736-4656.
Grant applications will be reviewed by a group of faculty members, librarians, and other staff members. Reviewers will evaluate proposals according to the criteria used by the Center for Teaching & Learning in reviewing Teaching Innovation grant applications:
- the significance and scale of the need,
- how Brandeis students will benefit,
- how the project’s impact will be measured,
- how will the findings be shared, and the extent of their applicability for the Brandeis teaching/learning community?
Types of Courses Eligible for an Information Literacy Grant
Full- and part-time faculty members from all academic disciplines are encouraged to apply. Librarians hope to work with a variety of different types of courses requiring a variety of different types of information literacy, including:
- introductory or large lecture courses
- undergraduate or graduate courses that introduce research methods
- seminars and senior capstone courses where students conduct extensive research
- courses that incorporate exploration of the University’s Archives & Special Collections into a research-based project
- courses that engage students with research involving objects from the Library’s collections, such as first edition books, LPs, or artwork
- courses that require the reflective use of specialized information tools or technologies
In order to be eligible for a grant, the faculty member’s course should:
- include assignments where students are required to select, critically evaluate, and apply relevant sources as evidence in their research.
- include in-class time designated for instruction by or collaboration with a librarian
- take place during the 2019-2020 academic year
Building the ProgramEach instructor who receives a grant in this program is expected to:
- communicate with his or her librarian over the summer so that staff can plan and prepare for the class in advance of the academic year. While the amount of time each librarian spends working on the class may vary at different points of summer and at different points during the semester, librarians will be able to spend approximately 3-5 hours a week preparing for the class over the summer and approximately 2 hours per week during the semester.
- participate in a forum organized by the Center for Teaching and Learning where faculty members and librarians discuss their experiences incorporating information literacy into their teaching.
- provide a brief overview and highlights of their course for a Library webpage about the grant program.
- include an assessment of the information literacy integration on student learning and to involve a librarian in the assessment. This may include (but is not limited to), assessment of:
- Reflective essays in which students write about their research process.
- Annotated bibliographies or research projects to evaluate the quality of sources and how students have incorporated sources into their work.
- Research journals kept by students over the course of a project. In the journal, students would be asked to describe the resources they’ve used, strategies they have tried, and how their research question may have evolved as their understanding of the subject has increased
- this year’s recipients may also be asked to participate in future year’s reviews of applications.