Looking for Information Literacy: Syllabus Analysis for Data-Driven Curriculum Integration

Abstract

The purpose of this syllabus analysis study was to establish a method of gathering data to strategically embed information literacy instruction within a curriculum. In this pilot study, 79 syllabi from the School of Business were evaluated for information literacy learning outcomes and library use requirements. The authors normed the rubric-based content analysis questions prior to coding to ensure reliability. At the conclusion of coding, the authors established interrater reliability using two measures: the percent agreement method and Krippendorff’s alpha. The results revealed the most critical points for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met with less time-intensive instruction focused on information access. Since the completion of the study, the authors have used the data to strategically expand instruction in the School of Business.