FINDING THE RIGHT INFORMATION LITERACY

FIT : It's All in the Design

ACRL-NEC, NELIGOctober 22, 2010

Mary C. MacDonaldRobert L. Carothers Library and Learning CommonsUniversity of Rhode Island

ABSTRACT Designing and implementing an

effective information literacy program for your institution can seem like an impossible puzzle.

Learn which models might help your institution fulfill the dream of offering an incremental, comprehensive information literacy program

We will also consider what foundational supports are necessary for your success.

.

PROGRAM DESIGN

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PROGRAM DESIGN

YOUR IL PROGRAM HERE…

INNOVATIVE OR CLASSIC?

MODEL: DISTRIBUTED/SHARED/AVAILABLE

Based on 2008 visit to UH

UHawaii System•LILO•Based on

North Carolina’s LOBO

UH Libraries•LILO•And

Traditional IL programs

UHawaii Faculty•LILO•Contribute

Pedagogyand assessment

UNIVERSITY OF HAWAII: LILO TUTORIAL

Research Journal

IM Chat Reference

Assessment Mapped to

IL Standards

Videos and Interactive Elements

Email w/ Instructors

and Librarians

LILO Tutorial withBuilt-inSupports

http://www.hawaii.edu/lilo/summer09/lilostats_2008_2009.php

MODEL: DISTRIBUTED/SHARED/REQUIRED State University of New York at Albany

http://www.albany.edu/undergraduate_bulletin/general_education.html http://library.albany.edu/usered/usered.html Based on 2008 visit to SUNY Albany

User Education/Information Literacy

General Education

“X” courses =

IL approved

Library offers

1- credit IL courses

Course Related subject-specific

Instruction

SUNY ALBANY All students must take one credit-

bearing IL course in their General Education Program of Studies.

There were 60 courses identified and approved as IL courses in Fall 2008

Library teaches two 1-credit Gen Ed courses and offers traditional orientation and one-shot ILI

MODEL: LIBRARY OWNS/REQUIRED James Madison University

Go for the Gold tutorial

Info Lit Test

Subject FocusedILI/Capstones

Based on 2008 visit to James Madison

MODEL: LIBRARY OWNS / REQUIRED

University of Maryland, University College

Based on 2008 visit to University of Maryland, University College

Credit Bearing CoursesLIBS 150

UCSP 611

Online Orientation and Instruction

Tutorials

Online Chat & Email Online Workshops for Faculty

Information Literacy

Instruction

MODEL: DISTRIBUTED/SHARED/EXPECTED

http://www.lib.uconn.edu/instruction/infolitmain.htm http://geoc.uconn.edu/geocguidelines.htm Based on 2008 visit to UCONN

General Education Oversight

Committee

Oversight of Information

Literacy

Approves IL Plans by

Department

Library

Teaches beginning IL

skills and concepts

Collaborates w/academic programs

Academic Departments

Work w/ librarians to

develop advanced IL

Librarians

University of Connecticut

MEASURING SUCCESS

Numbers:StudentsClassesDepartments reached

Percentages:Goals accomplishedInformation Literacy competencies

achieved

COMMON ATTRIBUTES OF INFO LIT PROGRAM SUCCESS Distributed – ILI evident across

programs

Shared Responsibility – Library doesn’t need to own it

Required/Expected/Recommended

Incremental –by class or by competency

Comprehensive – as broad as possible

GETTING FROM HERE TO THERE Take stock of your current situation

Map it

Study the options and opportunities

Identify the local drivers

Plan for the future

COMMON AND CONSTANT CHALLENGES Financial Support

Technology and Space

Staffing

Time

COMMON CHALLENGES Intensive Freshman IL Efforts

Upper level ILI Efforts Fade or Lacking

Too busy…Good intentions… Lost or Left Behind

PLANNING: REGIONAL & NATIONAL DRIVERS

Accrediting Agency: NEASC 4.6, 7.8

Association of College & Research Libraries Information Literacy Competency Standards

for Higher EducationAnalysis of Instructional Environments

PLANNING: LOCAL DRIVERS

Institution/Library

Mission and Vision Statements General Education / Core Curriculum Colleges, Academic Department Strengths Learning Outcomes Information Literacy Plans and Programs Assessment Office

Analysis of Instructional Environments

Valuable Tools: Environmental

Scan Curriculum Map

“Characteristics of Best Programs of Information Literacy”

Ten categories that will support your program’s growth and long term sustainability

CAREFUL REVIEW OF ACRL GUIDES

IL BEST PRACTICESHTTP://WWW.ALA.ORG/ALA/MGRPS/DIVS/ACRL/STANDARDS/CHARACTERISTICS.CFM

Pedagogy & Assessment

Articulation w/ Curriculum, Outreach, Collaboration,

Planning

Administrative & Institutional Support,

Staffing, Goals& Objectives, Mission

TOOLS: QUICK ENVIRONMENTAL SCAN

What are your best opportunities for growth and change?

*ACRL- IS- Analysis of Instructional Environments

http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/aie/index.cfm#Campus

Internal ExternalStrengths OpportunitiesWeakness Threats

Review Institution Course CatalogAcademic ProgramsCourses with research projectsCapstone courses

Work with stakeholders

Build on Current Information Literacy Programs

Scale the program from Freshmen to Senior (and beyond!)

TOOL: QUICK CURRICULUM MAPPING

GOAL: COMPREHENSIVEBroad,Complete,All-inclusive,Having breadth!

HOW TO DEVELOP “COMPREHENSIVE”

Identify and Determine Academic Program Learning Outcomes

Build Information Literacy Across general education Across college majors Freshmen to Senior Comprehensive builds shared

responsibility

http://www.decorating-vacation-property-for-profit.com/color_wheel.html

All five IL Competencies are delivered

At each selected level or year

Becoming more advanced

And more sophisticated

HOW TO DEVELOP: INCREMENTAL

BUILDING MATERIALS

Librarians and Faculty+ Academic Majors and Programs+ Student Learning Outcomes + Assessment & Accreditation=Current and Future IL Programs

SCALING THE HEIGHTS!Identify the most important IL skills and competencies

Design and implement a broad-based IL instruction program

Weave these in by year and by academic program goals or needs

Manageable – adequate resources available to match the program

Meaningful - students will learn and apply IL skills and concepts in context

Scalable – can be easily reproduced on different levels

Sustainable - – will survive test of time, changes in staff & resources

DISTRIBUTED, SHARED, REQUIRED, INCREMENTAL, COMPREHENSIVE PROGRAMS MUST ALSO BE:

THE BOTTOM LINEAdministrative & Institutional Support

Funding

Staffing

Information Literacy Program

SUCCESS BEGINS BOTTOM UP!

Pedagogy , Assessment

Articulation w/ Curriculum, Outreach,

Collaboration, Planning

Staffing, Goals& Objectives,

Administrative & Institutional Support,

Mission

BIBLIOGRAPHYFor more information on the

information literacy models discussed today, please see the following:

James Madison University, Carrier Library http://www.lib.jmu.edu/instruction/default.aspx

SUNY at Albany, University Libraries and Information Literacyhttp://library.albany.edu/usered/usered.html

SUNY Albany General Education Plan information http://www.albany.edu/undergraduate_bulletin/general_education.html

BIBLIOGRAPHYUniversity of Hawaii System,

http://www.hawaii.edu/lilo/index/SU10_index_day.php

University of Hawaii at Manoa, http://library.manoa.hawaii.edu/services/instruction/instruction.html

University of Connecticut University Libraries, http://www.lib.uconn.edu/instruction/infolitmain.htm

University of Maryland, University College, http://www.umuc.edu/library/infolit/infolit_faq.shtml

BIBLIOGRAPHYUniversity of Maryland, College Park,

http://www.lib.umd.edu/UES/instruction.html

University of Rhode Island, University Libraries, http://www.uri.edu/library/instruction_services/instruction.html

University of Rhode Island, General Education Program, http://www.uri.edu/facsen/GENED_Program_May04.html

  

READINGS Cameron, L., Wise, S., & Lottridge, S. (2007). The Development

and Validation of the Information Literacy Test. College & Research Libraries, 68(3), 229-236. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

 Jacobson, T., & Germain, C. (2004). A Campus-Wide Role for an

Information Literacy Committee. Resource Sharing & Information Networks, 17(1/2), 111-121. doi:10.1300/J121v17n01̱09.

 Mulherrin, E., Kelley, K., Fishman, D., & Orr, G. (2004).

Information Literacy and the Distant Student: One University’s Experience Developing, Delivering, and

Maintaining an Online, Required Information Literacy Course. Internet Reference Services Quarterly, 9(1/2), 21-36. doi:10.1300/J136v09n0103