Contemplative Pedagogy Interest Group

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Charge: Explores the concept of contemplative pedagogy in librarianship through demonstrating modes of integrating contemplative practices into library instruction and research life.
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ACRL National Student Engagement Survey Information Literacy Module Review Task Force: Call for Volunteers

  • 1.  ACRL National Student Engagement Survey Information Literacy Module Review Task Force: Call for Volunteers

    Posted Mar 18, 2024 03:46 PM

    The ACRL NSSE Task Force has spent the past four years working to revise the "Experiences with Information Literacy" topic module from the National Student Engagement Survey (NSSE). The questions from the IL module are now more closely aligned with the IL Framework. The Task Force work is currently focused on the research question, "How can libraries use the assessment results of the NSSE and 'Experiences with Information Literacy' module to inform outreach practices and student engagement work?" We hope that this project will help address how libraries can build stronger connections and partnerships with their institutional assessment offices as they are often the responsible parties for the NSSE administration. 

    Has your library administered the IL Topic Module? Are you interested in learning more about administering the IL Module? Do you have experience working with your institutional assessment office? 

    Your role as a task force member would be to work on outreach efforts to inform the library community about how they can partner with institutional assessment/research on their campuses to add the "Experiences with Information Literacy" module to their local administration of the NSSE. There is also the opportunity to write an article based on the TF's work and the data compiled from beta testing the IL module in spring 2024. 

    Deadline: Monday, April 1, 2024

    If you are interested in serving a two-year term, please reach out to Maoria Kirker, Chair, at mkirker@gmu.edu.



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    Mea Warren
    Interim Head of Teaching and Learning
    University of Houston
    She/Her/Hers
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