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Framing and Painting the Library:
Mapping Existing Instruction, Services, and 
Practices to Established Standards
Elizabeth Young Miller, Moravian Theological Seminary

ABSTR AC T Moravian’s seminary liaison librarian utilizes exist-
ing frames and standards to map to the seminary’s curriculum 
and existing services in order to paint a complete picture of all the 
library offers. Using lessons learned from mapping the curricu-
lum of the MATS program to the Framework for Information Literacy 
for Higher Education, the current curriculum mapping iteration has 
expanded to focus on courses required across degree programs. 
The curriculum mapping across degree programs not only provides 
ideas on how to scaffold library instruction, but it also serves as 
a stepping stone for mapping instruction and library services to 
the ATS and Middle States standards.  Aligning the library’s proj-
ects, resources, and services to standards that matter to seminary 
administration and faculty can generate awareness of the impor-
tant role the library serves.

Currently, I serve as the information literacy and seminary liaison 
librarian at Moravian Theological Seminary, which is an embedded 
seminary within Moravian University.  The institution is located 
in Bethlehem, Pennsylvania, and one library serves all degree 
programs and students.  Moravian Seminary offers several dual-
degree programs and four separate Master’s degree programs:

1) A Master of Arts in Chaplaincy (MACh)
2) A Master of Divinity (MDiv)
3) A Master of Arts in Formation & Ministry (MAFM)
4) A Master of Arts in Theological Studies (MATS)

I will start by sharing some background on curriculum mapping 
at Moravian.  Next, I will discuss both curriculum mapping across 
degree programs, as well as aligning accreditation standards to 
ACRL’s Framework for Information Literacy for Higher Education, 
which I will refer to as the Framework or frames.  Moravian is accred-
ited by both the Association of Theological Schools (ATS) and Middle 



238  AT L A 202 1 PROCEEDINGS

States.  I will wrap up with some comments on the benefits and short-
comings of this approach before sharing some next steps.

I would like to start by providing the history of curriculum 
mapping at Moravian and can trace the beginnings of this work to 
a poster presentation by Desirae Zingarelli-Sweet at the ATLA 2016 
conference entitled “Prepare a Way through the Wilderness: Trans-
forming Library Instruction by Mapping the Curriculum.”  After 
connecting with Desirae, I met with the dean of the seminary to pitch 
curriculum mapping and gain his input and support.  He recom-
mended that I begin by mapping the MATS program to the Frame-
work, which I did.  To learn more about this project, I invite you to 
read my book chapter “Charting Information Literacy: Curriculum 
Mapping at an Embedded Seminary,” which appears in the Atla 
open-access e-book, Information Literacy and Theological Librari-
anship: Theory & Praxis (https://books.atla.com/atlapress/catalog/
book/33).  After I had mapped assignments in required MATS courses 
and worked closely with the director of the MATS degree program 
to develop assessments and exercises, he took a position at another 
institution.  His departure, as well as changes to the curriculum gave 
me an opportunity to consider how I wanted to frame the value the 
library offers to the seminary.  I was concerned that by focusing 
on the MATS program, I was missing opportunities to work with 
students in other degree programs.  Therefore, I decided to look at 
courses that are required across degree programs and how informa-
tion literacy is or could be incorporated into these courses—in other 
words, repainting the picture to be more inclusive. 

When I started examining the courses required across degree 
programs, the seminary offered five degree programs; however, the 
Master of Arts in Clinical Counseling (MACC) is being phased out.  I 
found there were nine required courses, two of which at the time 
were required across four of the five degree programs and are now 
required across all degree programs. Once I had this list of courses, 
I noted whether there was any existing library instruction in place.  
Of the nine classes, I was meeting with over half of them—five to be 
exact.  These five courses included Introduction to Hebrew Bible, 
Introduction to New Testament, Learning in Community, Religion 
in the American Context, and World Religions.

For these five courses, I mapped library instruction to the Frame-
work; see table 1 for a sampling of this mapping.

https://books.atla.com/atlapress/catalog/book/33
https://books.atla.com/atlapress/catalog/book/33


Listen and Learn Sessions  239

TABLE 1. Frames Mapped to Instruction Across Core Courses

Authority is 
Constructed 
and 
Contextual

Information 
Creation as a 
Process

Information 
has Value

Research as 
Inquiry

Scholarship 
as 
Conversation

Searching 
as Strategic 
Exploration

Religion in 
the American 
Context – eval-
uating sources 
(CRAAP)

Intro to 
Hebrew Bible 

- evaluating 
sources 
(CRAAP); con-
sidering and 
incorporating 
various world-
views and 
perspectives 
into assign-
ments - Text in 
Context (TIC) 
paper

Intro to 
Hebrew Bible 

- scholarly 
vs. popular 
literature

Intro to New 
Testament - 
scholarly 
vs. popular 
literature

Learning in 
Community 

– plagiarism 
tutorial

Intro to 
Hebrew Bible 

- plagiarism 
tutorial

Religion in 
the American 
Context – da-
tabase search-
ing (America: 
History and 
Life, CQ 
Researcher, JS-
TOR) (required 
research 
paper)

Intro to New 
Testament - 
STEP Bible 
(exegesis 
paper)

Intro to 
Hebrew 
Bible - variety 
of catalog 
searches, e.g. 
commentaries, 
criticism, and 
special search 
features of 
Atla Religion 
Database 
(required 
annotated 
bibliography)

Religion in the 
American Con-
text – concept 
mapping

Religion in 
the American 
Context – da-
tabase search-
ing (America: 
History and 
Life, CQ 
Researcher, 
JSTOR)

Intro to 
Hebrew 
Bible - variety 
of catalog 
searches, e.g. 
commentaries, 
criticism, and 
special search 
features of 
Atla Religion 
Database

 During this process of mapping instruction in required courses 
to the frames, I found some overlap in instruction; for example, I 
discussed scholarly versus popular literature in both Introduction 
to Hebrew Bible and Introduction to New Testament.  Some overlap 
can be beneficial.  However, moving forward, I wanted to ensure that 
there was some unique information literacy instruction occurring 
in each course, for not only did I wish to keep students engaged, but 
I also wanted students’ skills to build upon prior knowledge.

Library instruction was not integrated into each required course, 
so for the courses that did not have an information literacy compo-
nent, I reviewed syllabi, looking at course objectives and assign-
ments to see if there was a way I could demonstrate the benefit of 
adding library instruction.  For example, based on course objectives, 
I was not sure that information literacy instruction was warranted 
in Introduction to Spiritual Formation.  However, I discovered that 
information literacy instruction might be beneficial for students 
enrolled in an introductory theology course.  In addition, I saw 
from the syllabus that students in Christian Ethics must complete 
a research paper, which may map to Authority is Constructed and 



240  AT L A 202 1 PROCEEDINGS

Contextual, as well as Scholarship as Conversation.  I then shared 
this mapping with the seminary administration, as well as with the 
professor teaching Introduction to Theology and Christian Ethics, 
inviting him to have a conversation with me.  I am grateful that this 
professor responded, and we had a very engaging conversation in 
spring of 2020.

Returning to my earlier comment that I wanted information 
literacy sessions to be unique, I worked hard at listening to what this 
professor was requiring and how I could assist his students.  I was 
then able to map library instruction for his introductory theology 
class to three frames: Authority is Constructed and Contextual, Infor-
mation Creation as a Process, and Searching as Strategic Exploration.  
I tied denominational resources to Authority is Constructed and 
Contextual, primary sources to Information Creation as a Process, 
and subject versus keyword searching to Searching as Strategic 
Exploration.  While other classes map to these frames, the content for 
each of these frames is unique to the introductory theology course.

Additionally, I tried to determine, based on course offerings and 
prerequisites, when students would typically enroll in a particular 
course.  If possible, I wanted to scaffold library instruction, which has 
been a challenge since many students are part-time and are not part 
of a cohort.  I came up with a tentative plan, grouping courses into 
three tiers.  All classes in tier 1 have an information literacy compo-
nent and include Learning in Community, Introduction to Hebrew 
Bible, and Introduction to New Testament.  Concepts covered in these 
courses range from plagiarism, to web evaluation, to the peer-review 
process, to finding books and articles on religion and theology.

Instruction is currently in place in both of the tier 3 classes: Reli-
gion in the American Context and World Religions.  This instruction 
focuses on advanced searching skills and using both specialized and 
interdisciplinary databases.  Since instruction is only included in 
one of the tier 2 classes (Introduction to Theology), my focus will be 
on the other two courses in this tier (Systems Theory and Christian 
Ethics), especially outreach to the professor teaching Systems Theory.

Supporting the curriculum is one way the library can demon-
strate its value to the institution, and integrating information literacy 
into required courses reaches more students and faculty.  Addition-
ally, I wanted to paint a picture that would attract the attention of the 
administration.  I knew that accreditation mattered, and I wanted to 
show the value of the library to this population.  Therefore, keeping 



Listen and Learn Sessions  241

the seminary’s recent 2018 accreditation in mind, I decided to map 
ATS and Middle State standards to the Framework.  First, I focused 
on mapping the ATS standards to the Framework and created a 
Google sheet, with a tab dedicated to each frame (please see snap-
shot 1).  This approach seemed to work from a librarian’s perspective.  
However, I noticed quite a bit of overlap with regard to some of the 
examples and I was concerned that this might bog administrators 
down. Again, I wanted to showcase the value the library brings to 
the seminary, especially in support of the curriculum.

SNAPSHOT 1. ATS and Framework Mapping

Therefore, I decided to create a Word document organized by 
ATS standard, hoping that this might be more appealing and that 
administrators could easily navigate to the standard and/or section of 
interest to them.  I also combined examples, thereby reducing repeti-
tion.  For example, reference assistance often maps to three frames: 
Research as Inquiry, Scholarship as Conversation, and Searching as 
Strategic Exploration.   This is certainly the case in snapshot 2, which 
features ATS standard 6.6: Library Services and Resources. 

SNAPSHOT 2. Library Services and Resources – 6.6

“The library offers services that enhance student learning and 
formation and partners with faculty in teaching, learning, and 
research. Librarians provide reference services, help users navigate 
research resources, teach information literacy skills, support the 
scholarly and educational work of the school and foster lifelong 
learning” (6.6).



242  AT L A 202 1 PROCEEDINGS

Examples

The librarians keep reference statistics, which they align with the 
Framework for Information Literacy for Higher Education. Since 
January 1, 2016, the seminary liaison librarian has answered over 
125 reference questions from the seminary community, 25 of which 
have been from the seminary faculty.  Some of these reference 
questions have included research appointments with both faculty 
and students.  Nearly a third of these questions have aligned 
with the frame Searching as Strategic Exploration (Research as 
Inquiry; Scholarship as Conversation; Searching as Strategic 
Exploration).

The librarians created a searchable knowledgebase (FAQs) based 
on actual questions received from library patrons (Searching as 
Strategic Exploration).

The seminary liaison librarian also developed a research rx 
(prescription) form for students to complete during one-on-one 
research consultations. The research rx can then be referred to by 
students after the meeting (Searching as Strategic Exploration).

Aligning the ATS standards to the Framework served as a spring-
board for mapping the Middle States standards to the Framework.  
I found it more challenging to map to the Middle States standards, 
however, because there is no mention of the library, and information 
literacy is just mentioned once in the standards.  Therefore, I tried to 
think creatively and more broadly.  With this mapping, I focused on 
how the library supports the university as a whole (see snapshot 3).  
I also shared this mapping with the assistant library director.  Our 
hope is that sometime in the near future, we can have a conversation 
with the other two instruction librarians and brainstorm additional 
content to add.  This mapping will also serve as a living document.

SNAPSHOT 3. Middle States and Framework Mapping

https://moravian.libanswers.com/search


Listen and Learn Sessions  243

After my conversation with the assistant library director, I 
wanted to integrate the ATS and Middle States mapping to demon-
strate specific examples of how the library supports the seminary 
curriculum and community as a whole.  Again, my desire is to create 
something relevant for seminary administrators.  I found it easiest 
to begin again with a Google sheet.  This process helped me organize 
my thoughts and find connections.

Overlap clearly exists among the ACRL frames and connects to 
both ATS and Middle States standards, as is evident with the frames 
Authority is Constructed and Contextual and Scholarship as Conver-
sation. For example, ATS standard 6.7, which addresses the library’s 
collection to support research and a diversity of voices, and ATS stan-
dard 6.8, which mentions the library’s collection development policy, 
echo Middle States 3.5a-b, as well as 3.6. 

Middle States 3.5a-b emphasize an education that expands “cultural 
and global awareness and cultural sensitivity” (3.5a) and “includes 
the study of [...] diverse perspectives” (3.5b).”  Middle States 3.6: reads  

“[I]nstitutions that offer graduate and professional education [provide] 
opportunities for the development of research [and] scholarship.”  
With access to over 75 subscription databases, spanning the humani-
ties, social sciences, and natural sciences, students at Moravian have 
access to resources that offer multidisciplinary perspectives. These 
varying points of view are particularly important for students writing a 
thesis, as it is important for them to engage with a wide range of voices. 
As the seminary liaison librarian, I peruse vendor catalogs and read 
book reviews in approximately 25 journals, in search of titles to add to 
the diversity of the collection. Collection development is done in collab-
oration with teaching faculty, keeping the curriculum in mind, as well 
as the research and information needs of both students and faculty. 

Several ATS and Middle States standards also map to the frames 
Scholarship as Conversation and Research as Inquiry.  For example, 
ATS standard 6.6 highlights that librarians partner with faculty to 
teach research and information literacy skills.  Middle States stan-
dard 3.6 emphasizes that graduate schools offer opportunities for 
research and scholarship.  To demonstrate the library’s contribu-
tions in these areas, I share with faculty yearly instruction statis-
tics and corresponding research guides.  Instruction sessions are 
mapped to the frames too, and about a dozen seminary informa-
tion literacy sessions align specifically with the frame Research as 
Inquiry, whereas two map to Scholarship as Conversation. Middle 



244  AT L A 202 1 PROCEEDINGS

States standard 3.6 also corresponds to ATS standard 6.10: “The 
library provides environments conducive to learning and scholarly 
research, with appropriate agreements for its contracted or consor-
tial resources.”  Moravian’s library supplements advanced research 
through interlibrary loan and reciprocal borrowing agreements with 
the national Atla Reciprocal Borrowing Program, the regional South-
eastern Pennsylvania Theological Library Association (SEPTLA), and 
the local Lehigh Valley Association of Independent Colleges (LVAIC).   
These reciprocal agreements allow students access to materials so 
that they can fully engage in the scholarly conversation, thereby 
aligning with the frame Scholarship as Conversation.

ATS and Middle States standards also correspond with the frame 
Information Has Value.  ATS standard 6 states: “Libraries and librarians 
partner with faculty [...] to equip students to be effective and ethical 
users of information resources.”  This language mirrors that of Middle 
States 2.1a: “respect for intellectual property rights.”  Examples in 
support of these standards include the interactive plagiarism discus-
sion I have with students in two required courses, as well as the library’s 
citation, Zotero, and copyright research guides.  Copyright information 
is also included in the research guide for local clergy and alums.

After hearing about this project, the wheels may be turning, and 
you may be identifying benefits of this kind of mapping.  I would 
like to emphasize or reiterate several advantages to this approach.

1) This mapping may showcase many activities you are currently 
doing that stakeholders may not be aware of, further demon-
strating the value the library brings to an institution.

2) By mapping to standards that matter to the seminary admin-
istration and faculty, you may be able to attract their attention 
more easily.

3) If this is a joint project at a library, connecting current 
and future endeavors to the recognized ACRL frames may 
increase buy-in from other librarians and staff members.

Of course, no approach is perfect and there are some shortcom-
ings related to this kind of mapping. Namely, I can think of the follow-
ing drawbacks:

1) Not everything the library does easily maps to a standard.
2) The mapping focuses heavily on public services; this may be 

partly because of my role at the library.



Listen and Learn Sessions  245

3) Mapping to the Middle States standards does not paint a 
complete picture of the library and its services and resources, 
especially since, as mentioned previously, there is no mention 
of the library in the standards and merely a single mention of 
information literacy in standard 3.

Despite the shortcomings of this mapping project, I do think it 
has value in painting a picture of the library, and I would like to 
briefly share with you some of my next steps.  The seminary will 
be welcoming a new dean, and I am eager to share with her some 
highlights and documentation from the project. I am hopeful that 
these examples and discussion will be a nice introduction to what 
the library offers. I would also like to expand this conversation to 
include the entire seminary faculty and continue to look for ways to 
integrate information literacy into the core classes required across 
degree programs.  I look forward to collaborating with librarian 
colleagues to brainstorm and map Middle States standards to library 
initiatives geared toward undergraduates and those in other gradu-
ate degree programs.  My hope is that this mapping process can serve 
as a springboard for university-wide accreditation efforts, framing 
the library in the best possible light.

REFERENCES

Association of Theological Schools (ATS) Commission on Accrediting. 
2020. “Standards of Accreditation.” https://www.ats.edu/uploads/
accrediting/documents/standards-of-accreditation.pdf 

Middle States Commission on Higher Education. 2015. “Standards 
for Accreditation and Requirements of Affiliation,” 13th ed. 
https://msche.box.com/shared/static/6upfla8coxha663p0j10u3ga
tow38jel.pdf

Miller, Elizabeth Young. 2019. “Charting Information Literacy: 
Curriculum Mapping at an Embedded Seminary.” In Information 
Literacy and Theological Librarianship: Theory and Praxis, edited 
by Bobby Smiley, chapter 5. Chicago: Atla Open Press. https://doi.
org/10.31046/atlaopenpress.33

Zingarelli-Sweet, Desirae. June 17, 2016. “Prepare a Way through 
the Wilderness: Transforming Library Instruction by Mapping 
the Curriculum.” Poster presented at the American Theological 
Library Association Conference (ATLA), Long Beach, CA.

https://www.ats.edu/uploads/accrediting/documents/standards-of-accreditation.pdf
https://www.ats.edu/uploads/accrediting/documents/standards-of-accreditation.pdf
https://msche.box.com/shared/static/6upfla8coxha663p0j10u3gatow38jel.pdf
https://msche.box.com/shared/static/6upfla8coxha663p0j10u3gatow38jel.pdf
https://doi.org/10.31046/atlaopenpress.33
https://doi.org/10.31046/atlaopenpress.33

