the future of information literacy in the library: an example of librarian/publisher collaboration
TRANSCRIPT
A CASE STUDY: INFORMATION LITERACY AND
LIBRARIAN/PUBLISHER COLLABORATION 2016 NASIG Annual
Conference Albuquerque, New Mexico
Friday, June 10, 2016
Rebecca Donlan, Florida Gulf Coast University Stacy Stanislaw, Taylor & Francis Group
AGENDA
1. Information Literacy: Our Existing Programs • Information Literacy at Taylor & Francis Group• Florida Gulf Coast University: Think, Write, Discover
2. Stop, Collaborate & Listen: How the Librarian-Publisher relationship Can Facilitate the Development of Information Literacy Curriculum• Dialog 2015: Where it all began• An idea is born: an overview of the project
3. Where Are We Now? • Lessons learned• Next steps
INFORMATION LITERACY OUR EXISTING PROGRAMS
Information Literacy at
Taylor & Francis
A little bit about Taylor & Francis Group
• Established in 1798 when Richard Taylor launched “Philosophical Magazine”
• Merged with Informa plc in 2004
• Imprints:
• Publishes more than 2,300 journals and around 3,000 new books each year, with a books backlist in excess of 20,000 specialist titles
• No official “information literacy” program
• Author/librarian support has always been a key part of company philosophy
• Dedicated Author Services and Regional Marketing teams manage the majority of information literacy-related requests and events
Information Literacy at Taylor & Francis
Current programs and services include:
• Webinars
• Annual regional workshops
• Print/electronic guides and training materials
• Dedicated author & librarian services websites
Information Literacy at Taylor & Francis
A little bit about FGCU
We opened in 1997, 11th member of the Florida State University System, with 2,500 students enrolled
2015-16 enrollment: 14,673 (13,429 undergrad, 1,018 grad, 226 non-degree)
Degree Programs: • 51 undergraduate degree programs• 28 graduate degree programs• 1 specialist program• 2 doctoral degree programsColleges• College of Arts and Sciences• College of Education• College of Health Professions and Social Work• Lutgert College of Business• The UA Whitaker College of Engineering
FGCUScholars: Think Write DiscoverEnhancing a culture of inquiry from composition to capstone
• Advance student writing, critical thinking, and information literacy skills within their majors as students become scholars in their disciplines
• Integrate a common understanding of writing, critical thinking, and information literacy across all four years
• Build on a foundation of General Education toward the creation of scholarly products in capstone courses
• Assess student learning across four years of study and in every major
Critical Thinking
Capstone 4 Milestone 3 Milestone 2 Benchmark 1
Content Development
Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, critical analysis and synthesis skills that convey the writer's understanding.
Uses appropriate, relevant, and compelling content to explore ideas using critical thinking skills within the context of the discipline.
Uses appropriate and relevant content to develop and explore ideas through most of the work.
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Evaluation of Evidence & Information
Skillfully analyzes and evaluates information / evidence related to thesis; conclusion is insightful, logical and justified based on a skillful evaluation of evidence.
Adequately analyzes and evaluates information / evidence related to thesis; conclusion is logical and justified based on the evaluation of evidence.
Attempts to analyze and evaluate information / evidence related to thesis and use the evidence in order to justify conclusions.
Takes information at face value (little or no attempt to evaluate quality of information / evidence, relationship to thesis, or support of conclusions).
Information Literacy
Capstone 4 Milestone 3 Milestone 2 Benchmark 1
Identification and Access of High- Quality Information
Demonstrates skillful identification and access of high quality, credible, ‐relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
Demonstrates consistent identification and access of credible, relevant sources to support ideas, that are situated within the discipline and genre of the writing.
Demonstrates an attempt to identify and access credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Has difficulty identifying and accessing sources to support ideas in the writing.
Use Information Effectively to Accomplish a Specific Purpose
Skillfully communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth.
Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.
Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved.
Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.
FGCUScholars: Think Write DiscoverEnhancing a culture of inquiry from composition to capstone
What are we hoping to see in the next 5 years?
• Liaison librarians will continue to work with disciplinary faculty to create content for Scholarly-Focused and Scholarly-Enriched courses.
• Faculty will begin to shift away from the “two peer-reviewed articles paper” toward meaningful assignments that use the full range of information sources in the library’s collection.
• Use of library materials will rise, both print and electronic, as students learn to value the library’s curated collection over the Open Web.
• FGCU Student Scholarship will make a real contribution to knowledge and to our local area, and will be available through our Institutional Repository.
STOP, COLLABORATE & LISTEN:HOW THE LIBRARIAN/PUBLISHER RELATIONSHIP CAN FACILITATE THE DEVELOPMENT OF INFORMATION LITERACY CURRICULUM
DIALOG: WHERE IT ALL BEGAN• Dialog: a forum for librarians to discuss the key
issues and questions facing libraries, today and tomorrow, with Taylor and Francis
• First meeting held during ACRL 2015
• “Information Literacy in the Library” a key discussion point
AN IDEA IS BORN: AN OVERVIEW • Create an information literacy toolkit to support the
FGCUScholars: Think, Write, Discover program
• Toolkit to include the following components: • Series of 6 webinars related to information literacy and publishing, geared
towards both FGCU faculty and students alike• Print/electronic materials that correspond with each webinar• Website hub supported by Taylor & Francis to store webinar recordings, tip
sheets, etc. for easy access and future use• In-person author/student workshop, focusing on how to get published and
other relevant topics that tie in with the webinar series and FGCU’s QEP
• Collect feedback during 2015 Charleston Conference Poster Sessions with initial plans to launch in Spring 2016
WHERE ARE WE NOW?
LESSONS LEARNED
• Timing is key
• University/faculty buy-in is imperative from the start
• Really not so simple…
NEXT STEPS
• Finalize presentations and guest speakers
• Generate interest among FGCU faculty and students
• Create and send invites
• And everything in between…
QUESTIONS & DISCUSSION
Rebecca Donlan, Assistant Director for Collection Management, Florida Gulf Coast University
Stacy V. Stanislaw, Library Communications Manager, Taylor & Francis Group [email protected]