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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
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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.
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PROGRAM DESIGN
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PROGRAM DESIGN
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YOUR IL PROGRAM HERE…
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INNOVATIVE OR CLASSIC?
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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
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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
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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
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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
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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
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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
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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
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MEASURING SUCCESS
Numbers:StudentsClassesDepartments reached
Percentages:Goals accomplishedInformation Literacy competencies
achieved
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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
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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
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COMMON AND CONSTANT CHALLENGES Financial Support
Technology and Space
Staffing
Time
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COMMON CHALLENGES Intensive Freshman IL Efforts
Upper level ILI Efforts Fade or Lacking
Too busy…Good intentions… Lost or Left Behind
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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
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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
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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
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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
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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
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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
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GOAL: COMPREHENSIVEBroad,Complete,All-inclusive,Having breadth!
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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
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All five IL Competencies are delivered
At each selected level or year
Becoming more advanced
And more sophisticated
HOW TO DEVELOP: INCREMENTAL
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BUILDING MATERIALS
Librarians and Faculty+ Academic Majors and Programs+ Student Learning Outcomes + Assessment & Accreditation=Current and Future IL Programs
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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
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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:
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THE BOTTOM LINEAdministrative & Institutional Support
Funding
Staffing
Information Literacy Program
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SUCCESS BEGINS BOTTOM UP!
Pedagogy , Assessment
Articulation w/ Curriculum, Outreach,
Collaboration, Planning
Staffing, Goals& Objectives,
Administrative & Institutional Support,
Mission
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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
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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
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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
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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