id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
crl-26230	Locker, Monica V.; Whelan, Jennifer L.A.	When There’s No Information Literacy Requirement: Curriculum Mapping to Drive Engagement	2024	13	.pdf	application/pdf	6238	236	33	Attribution-NonCommercial (https://creativecommons.org/licenses/by-nc/4.0/) CC BY-NC. mailto:jwhelan@holycross.edu https://creativecommons.org/licenses/by-nc/4.0/ When There’s No Information Literacy Requirement 255 Literature Review Curriculum mapping is a widely accepted strategy both for obtaining an in-depth under- standing of the academic curriculum, and for strategizing in other ways about information literacy programming.2 The library literature reports many different strategic applications of traditional curriculum mapping, at the department3 and program levels4 as well as in related contexts such as outreach programming.5 In addition to informing internal library decision-making, curriculum mapping has been shown to be a useful tool for communicat- ing with faculty; for example, librarians at Berkeley College actively involved faculty in their curriculum mapping process, which included the development of department-specific cur- riculum maps made available through their website.6 Additionally, librarians at Texas Tech’s Architecture Library turned to curriculum mapping when attempts to introduce information literacy-focused assignments failed, ultimately using their project to demonstrate the need for a scaffolded instruction program in place of one-shot sessions,7 and Ziegler made a similar case on the basis of a project at the University of West Florida.8 The term “curriculum mapping” is widely used to refer to activities which are designed to systematically align, and assess the alignment of, information literacy programs with cur- ricula. Roadmapping, however, enabled librarians to quickly grasp (and reference as-needed) the various major programs, core require- ments, history of information literacy instruction, and more, facilitating both effective use of staff resources and higher-level planning for their information literacy program.21 There is also plenty of evidence in the literature of roadmapping being used as a preliminary step in a more-involved curriculum mapping project, or in conjunction with other techniques such as syllabus analysis.22 Strategies such as roadmapping and syllabus analysis are necessarily fairly qualitative, but it can be difficult to accurately assess a program’s reach and understand the program as a whole without quantitative information.	cache/crl-26230.pdf	txt/crl-26230.txt