The purpose of this paper was to develop a rubric based on the ACRL framework to analyze departmental syllabi for opportunities to scaffold information literacy instruction. The rubric provided a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum.,This study examined 231 syllabi from three departments at a large American university. The authors developed and normed a rubric based on ACRL’s 2015 Framework for Information Literacy for Higher Education and coded the syllabi for the presence of these six themes using a three-indicator scale: not present, implied or explicitly stated. Cohen’s kappa calculations for interrater reliability was 0.92, which indicates that the raters had a high level of agreement and that the rubric could be a reliable instrument to replicate this sort of study.,The analysis revealed numerous opportunities for targeted, curriculum-integrated instruction in each department at the undergraduate and graduate levels. It also offered disciplinary insights on the Framework within and across each program. Thesedata can be used to inform conversations with program administrators about scaffolding information literacy interventions across a curriculum.,This study contributes a new instrument with which to analyze syllabi for information literacy outcomes to develop curricular maps and conduct strategic instructional outreach. The data demonstrated that the rubric is reliable and could be used to replicate this study in a variety of programs or institutions. Authors have presented at Library Instruction West, July 2018.

中文翻译：

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揭示教学机会：基于框架的大纲用于课程表分析

本文的目的是开发一个基于ACRL框架的规则，以分析部门大纲以提供信息素养指导的机会。该规则提供了一种使用课程大纲收集和分析数据的可复制方法，以使教学图书馆员能够从战略上将信息素养教学嵌入学科课程中。该研究调查了美国一所大型大学三个部门的231个教学大纲。作者基于ACRL 2015年《高等教育信息素养框架》制定和规范了标准，并使用三个指标的等级对存在这六个主题的大纲进行了编码：不存在，隐含或明确陈述。科恩（Cohen）的人间可靠度的kappa计算值为0.92，这表明评价者具有很高的共识水平，并且标题可能是复制此类研究的可靠工具。该分析显示，在本科和研究生级别的每个系中，都有针对性的，课程整合的教学机会很多。它还在每个程序内和跨程序提供了关于框架的学科见解。这些数据可用于通知与计划管理员有关整个课程的支架式信息素养干预措施的对话。本研究提供了一种新工具，可用于分析教学大纲中信息素养成果的大纲以制定课程图并进行战略性教学推广。数据表明，该评判标准是可靠的，可用于在各种计划或机构中复制这项研究。