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With a rubric for the Information Literacy and Technological Agility Shared Competency (ILTA) now completed, two professional development sessions have been scheduled to support any faculty member who wishes to integrate it into their courses, especially those who recently tagged their courses for ILTA.

Students studying at their computers inside Bird Library.

The professional development sessions for faculty are scheduled for Monday, Dec. 5, from 9 to 10:30 a.m. in person at 120 Crouse-Hinds Hall; and Wednesday, Jan. 11, 2023, from 2 to 3:30 p.m. via Zoom.

The Senate Ad Hoc Committee on Shared Competencies and the is requesting feedback from faculty regarding all elements of the rubric. This includes its framing language, preamble and guidance, outcomes, corresponding indicator language, and any other changes in content or description language that faculty would like to see. Those wanting to provide feedback can .

, associate director of , says the Information Literacy and Technological Agility rubric was created collaboratively by a community of practice consisting of faculty, librarians, and staff members from across the University. Those members include:

• Michelle Blum, associate teaching professor, mechanical engineering, College of Engineering and Computer Science
• Ari Chakraborty, associate professor of chemistry, College of Arts and Sciences
• Shiu-Kai Chin, professor of electrical engineering and computer science, College of Engineering and Computer Science
• Larry Davis, associate professor, School of Architecture
• Kelly K. Delevan (co-chair), information literacy librarian, �鶹Ƶ��University Libraries
• Sarah Fuchs, assistant professor, College of Arts and Sciences
• LaVerne Gray, assistant professor, School of Information Studies
• Butch Hallmark, assistant director, new student and family programs, Office of First-Year and Transfer Programs
• Megan Oakleaf, associate professor, School of Information Studies
• Whitney Phillips, assistant professor, Department of Communication and Rhetorical Studies, College of Visual and Performing Arts
• Penelope Pooler Eisenbies, professor of finance practice, Whitman School of Management
• Jane Read, associate professor, geography and the environment, College of Arts and Sciences/the Maxwell School
• Jon Ryan, support analyst II, Information Technology Services
• Jian Qin (co-chair), professor, School of Informational Studies
• Shane Sanders, professor, sport management, Falk College of Sport and Human Dynamics
• Amanda Johnson Sanguiliano; associate director, Institutional Effectiveness and Assessment
• Kyla Wagner, assistant professor, communications, the Newhouse School
• Patrick Williams, humanities librarian, Digital and Open Scholarship Lead, �鶹Ƶ��University Libraries
• Jamie Winders, professor, geography and the environment, College of Arts and Sciences/the Maxwell School
• Austin Zwick, assistant director, assistant teaching professor and honors director, Policy Studies, College of Arts and Sciences/the Maxwell School

In addition, a number of faculty and librarians tested the rubric through the Shared Competencies Academy: Signature Assignments for ILTA. They include:

• Lori Brown, associate professor, School of Architecture
• Shiu-Kai Chin
• Kelly Delevan, information literacy librarian, �鶹Ƶ��University Libraries
• Sharon Dotger, associate professor, School of Education
• Penelope Pooler Eisenbies
• LaVerne Gray
• Bryce Hruska, assistant professor, Falk College
• Seyeon Lee, assistant professor, College of Visual and Performing Arts
• Megan Oakleaf
• Will Sheibel, associate professor, College of Arts and Sciences
• Kyla Wagner
• Julia White, associate professor, School of Education
• Austin Zwick

“The rubric articulates what �鶹Ƶ��University students should know and be able to demonstrate by the time they graduate through six ILTA learning outcomes, specific indicators, performance levels, and performance descriptors,” Johnson Sanguiliano says. “It will continue to evolve as we collect feedback from faculty, librarians, and staff who utilize it to reflect on student learning.”

The Shared Competencies are �鶹Ƶ��University’s six institutional learning goals. They enhance undergraduate education through an integrated learning approach. Undergraduate students develop these competencies through their major degree courses, liberal arts requirements, and co-curricular experiences. Aside from Information Literacy and Technological Agility, the other competencies are named Ethics, Integrity and Commitment to Diversity and Inclusion; Critical and Creative Thinking; Scientific Inquiry and Research Skills; Civic and Global Responsibility; and Communication Skills.