Terra Incognito:Terra Incognito:Infusing Information Infusing Information

Literacy into the Literacy into the DisciplinesDisciplines

Jim Nichols and Karen Jim Nichols and Karen ShockeyShockey

Penfield Library, SUNY Penfield Library, SUNY OswegoOswego

““A Garbage Can Model of A Garbage Can Model of Organizational Choice”Organizational Choice”

•Problems •Solutions•Participants•Choice opportunities

The “Garbage Can” DecisionThe “Garbage Can” Decision►Problems, as seen or experienced Problems, as seen or experienced

by . . .by . . . Library facultyLibrary faculty Instructional faculty Instructional faculty AdministratorsAdministrators StudentsStudents

The “Garbage Can” DecisionThe “Garbage Can” Decision►Solution: Infusion of information Solution: Infusion of information

literacy learning throughout the literacy learning throughout the curriculumcurriculum Active learning and practiceActive learning and practice Elevates the level of learningElevates the level of learning Tacit not just explicit knowledgeTacit not just explicit knowledge College-wide participation and College-wide participation and

contributioncontribution

The “Garbage Can” DecisionThe “Garbage Can” Decision►Cultivation of participantsCultivation of participants

Proactive responses to immediate needsProactive responses to immediate needs Pipe up with anyone, anywhere, anytimePipe up with anyone, anywhere, anytime

The “Garbage Can” DecisionThe “Garbage Can” Decision►Waiting for an opportunity for a choice Waiting for an opportunity for a choice

or decisionor decision Program changesProgram changes Program reviewsProgram reviews Personnel changesPersonnel changes Strategic planningStrategic planning

Building the MatrixBuilding the Matrix►3 Directions 3 Directions Model of Information LiteracyModel of Information Literacy►Legitimate periperal participation in Legitimate periperal participation in

communities of practice communities of practice ►ACRL StandardsACRL Standards►Learning outcomes for basic level tutorial Learning outcomes for basic level tutorial

and worksheetand worksheet►Framework from Philadelphia UniversityFramework from Philadelphia University►View the View the matrixmatrix

Collaboration with Instructional Collaboration with Instructional FacultyFaculty

►Persuasion as conflict managementPersuasion as conflict management Establish mutual respect (listen, really listen)Establish mutual respect (listen, really listen) Identify problemsIdentify problems Create solutionsCreate solutions

►Library/Instructional faculty roles and Library/Instructional faculty roles and responsibilities (responsibilities (RatterayRatteray 2002 2002, , DeploymentDeployment))

►Liaison traditionLiaison tradition►Campus governance and committeesCampus governance and committees

Assessment of Student Assessment of Student PerformancePerformance

►Assess by observing authentic practiceAssess by observing authentic practice Document the processes and the products Document the processes and the products

of a whole projectof a whole project Project is relevant to the community of Project is relevant to the community of

practice and valued by the studentpractice and valued by the student

Questions and CommentsQuestions and Comments►How are you putting information How are you putting information

literacy into your programs?literacy into your programs?►What blocks or barriers are you What blocks or barriers are you

finding?finding?►What are your next steps?What are your next steps?►What insights have you gained from What insights have you gained from

this presentation?this presentation?

Three directions to information literacy

RubricRubric for basic level for basic level

Library Faculty

Classroom Faculty

Dept. Chairs Provost Council

Produce “Information Literacy Introduction and Guidelines”

Disseminate “Information Literacy Introduction and Guidelines”

Adapt information literacy learning outcomes to specific programs

Improve and/or develop instruction and learning experiences to foster information literacy abilities

Grading based in part on information literacy abilities

Develop program assessment methodology

Conduct program assessments and report to College and SUNY administration, and to Middle States Commission on Higher Education

Deployment for Advanced-Level Information Literacy Learning

Legitimate Peripheral Legitimate Peripheral Participation in a Community of Participation in a Community of

Scholarly PracticeScholarly Practice

Informal Means

Formal Means

Learning