A basic, small-scale approach to curriculum mapping can be applied to an entire program, or it can be done for individual courses, depending on your context.

In this basic version, the librarian collaborates with faculty to fill in the map for each of their courses, noting which program goals/learning outcomes and information literacy standards are included in their courses, and whether they are introduced (assuming no prior experience), reinforced (assuming prior experience), or not addressed. You can add more levels, such as assessment to note whether the elements are being assessed in courses.

Depending on which software* you have chosen, when you compile the information from all of the courses, you can manipulate the data in different ways to identify unnecessary repetition and problematic gaps. In examining the data and reviewing the map, participants should discuss the good, bad, and ugly in order to develop strategies to improve teaching and learning, and to incorporate more strategic library instruction.

*You can even use pen and paper for small-scale CM projects! It need not be an intimidating process.

Adapted from Moser, M., Heisel, A., Jacob, N., & McNeill, K. (2011), 330-339.

This is an example of what a basic curriculum map might look like:

I=Introduced            R=Reinforced            NA=Not Addressed

What gaps and/or redundancies can you see? What solutions would you suggest?

For other levels of complexity see the "How To" subpages:

• Basic
• Intermediate
• Advanced