WILU 2024

Inspired by the metaphorical application of the terms “fire fighting” and “fire prevention” to information literacy instruction, and amidst staffing challenges and academic program reorganization, a team at Royal Roads University embarked on a pilot curriculum mapping project. This project, which mapped the university’s two largest programs, aimed to assess degrees of proactivity versus reactivity within the library’s instructional resources, examining where the library reaches students before they urgently need library support and identify points in a student’s academic journey where further support is critical. This presentation will delve into the methodologies, findings, and implications of this approach to enhancing library support in a dynamic environment.