Document innovations in the curriculum, with a particular focus on innovations that involve “emerging” technologies in order to educate the Middlebury community about “best practices.” We should also be sure to document curricular innovations that make use of resources unique to Library and Information Services (LIS) such as Special Collections.
The result of this documentation will be a collection of “case studies” or “stories” that faculty, students and staff can refer to in order to understand best practices and/or get a sense of what is possible.
Documenting curricular innovations is important because it is aligned with the LIS strategic choices to focus on “emerging technologies,” “administrative efficiency” and “training and education.” A valuable outcome of this process should be producing a more proactive liaison relationship with faculty that generates, at best, a “team” approach to the curriculum between faculty and LIS
This goal can be considered to have been met when we have documented “case studies” that represent “best practices” for most common curricular objectives. A goal of twelve stories within the next 2010-11 Academic year (or, if initiated during J-Term, could be split between Spring and Fall 2010, and perhaps SLS 2010)
Members of ACS will need to discover curricular innovation through surveys, interviews, analysis and review of existing curricular resources. ACS staff will also need to become thoroughly acquainted with the current curriculum in their ACS areas and perhaps propose joint curricular projects to faculty.
This is achievable. Possible barriers to achieving this goal would be lack of commitment by liaisons to shepherding the project through to success and/or faculty resistance to and/or apathy for the project.