California's Changing Information Literacy Landscape
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California's Changing Information Literacy Landscape

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Lifelong Information Literacy (LILi), an informal group of California librarians, designed and administered an information literacy (IL) survey to determine the status of instruction, identify......

Lifelong Information Literacy (LILi), an informal group of California librarians, designed and administered an information literacy (IL) survey to determine the status of instruction, identify content taught, and determine gaps in instruction in California, USA. The online survey was conducted first in 2006 and repeated in 2013. Participants were recruited through listservs maintained by various professional library organizations and voluntarily completed the questionnaire.

Events affecting California libraries between 2006 and 2013 included the Great Recession, the adoption of new IL standards by the California State Board of Education, and the declaration of IL as one of five core competencies by the Western Association of Schools and Colleges (WASC) accrediting body. In 2013, 94.9% of California librarians reported teaching ILI.

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  • (1 minute) Introduction – Lisa Burgert and Angela Boyd
    Role in LILi and our institutions
  • Angela (30 sec) LILi Group developed survey, distributed, collected, and analyzed results. It is perhaps the only organization in the state that collaborates with librarians across all types of libraries(public, school, academic, and other). LILi began in 2005, under the leadership of Esther Grassian, with a mission to promote lifelong IL by investigating definitions, standards, and instruction to craft effective models of lifelong, sequential ILI
  • Angela 2 minutes

    In 2006, LILi conducted a survey on ILI to reveal the breadth and variety of instruction occurring in libraries throughout California

    In 2013 repeated the survey to determine the status of information literacy instruction (ILI), to identify content taught, and to determine where gaps exist in instruction in California, USA.

    Goal is to disseminate the results of a comparative study of IL surveys

    ABOUT THE SURVEY
    Questionnaire
    Distributed by email and listservs to professionals groups and organizations
    Participants(librarians) voluntarily completed 28 / 21 question survey

    Brief overview of Methodology participants, questionnaire, and procedures
  • Lisa
    (2 min) What is happening with CA libraries between 2006 and 2013?
    Library hours have been reduced, budgets have been slashed, programs have been eliminated, support staff and librarian positions have been cut, and libraries have been closed (California State Library, 2013). There are only 804 teacher-librarians employed in the state for K-12 public schools (CDE, 2014). In 2011, California had one teacher-librarian for every 7,374 students, while the national average is one to 940 (CDE, 2014).
  • Why are we doing this – BRIEF
  • Angela 30 sec
  • Angela 1 min WHY? IL in California has been recognized as one of the “Big Five” essential competencies by the WASC accrediting body (WASC, 2014). IL, listed among oral communication, written communication, quantitative reasoning, and critical thinking are all required competencies for undergraduate students. This shift, along with other measures in K-12 and academic institutions, has increased the awareness of the significance of IL.
     
    For a number of reasons, undergraduates receive the largest amount of instruction among the different patron groups, but instruction rates increased 18% between 2006 and 2013. New IL competencies were developed by a team of librarians within the CSU and CCC system. These competencies were adopted by the CCC Council of Chief Librarians and Academic Senate for California Community Colleges (ASCCC, 2010). These competencies likely influenced instructors to request library orientations for their students or send their students to the library for consultations.  

  • Angela 1 min In 2006, the three main ILI standards utilized were the California School Library Association (CSLA) Competencies (29%), AASL Standards for the 21st-Century Learner (26%) and ACRL IL Competency Standards for Higher Education (26%). By 2013, 54% of the respondents were using the ACRL IL Competencies, while 15% were still using the AASL Standards. California Model School Library Standards
  • Angela 1 min
  • Lisa 1 min
  • Lisa 1 min
  • Lisa 1 min A decrease of teaching computer skills, while an increase in teaching about social media was observed
  • Lisa 1 min
  • Lisa

Transcript

  • 1. California’s Changing Information Literacy Landscape
  • 2. Lifelong Information Literacy
  • 3. IL Surveys 1st Survey 2006 2nd Survey 2013 * Content * Standards * Assessment * Differences 0 20 40 60 80 100 120 2006 2013 Response Rate by Institution Type Academic Public School Other
  • 4. 38,332,521 CA citizens LIBRARIES *958 Public K-12 School Districts *112 Community Colleges *37 State Universities *212 Private Universities *182 Public Systems
  • 5. Literature *1987 Craver *2002 AASL/ACRL Blueprint for Collaboration *High school/academic library collaborations *New York cross-collaboration *CA cross-collaboration *2013 Burhanna Informed Transitions *Project Information Literacy
  • 6. “Information skills are vital to the success of lifelong learning, employment, and daily interpersonal communication of any citizen.” IFLA Guidelines for Information Literacy for Lifelong Learning 2006
  • 7. Findings *94.9% of CA libraries are offering ILI *Undergraduates receive most instruction *ACRL Standards are widely used *Instruction is needed for coursework *IL topics taught are consistent across institutions
  • 8. *2010 California Model School Library Standards for Public Schools *2010 CA State University and CA Community College systems *2013 Western Association Schools and Colleges (WASC) Accrediting Body IL is a REQUIRED Competency
  • 9. IL Standards 2006 2013 Common Core Standards 17% 18% AASL Standards for the 21st-Century Learner 26% 15% ACRL IL Competency Standards for Higher Education 26% 50% California Model School Library Standards 11% None used 29% 29%
  • 10. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Coursework Learn to use Library Personal Work-related 2006 2013 Reasons for IL
  • 11. 0% 20% 40% 60% 80% 100% Identify Information Need Selecting Research Tools Search Strategies Locating Materials Research Help Databases Library Catalog 2013 2006 ILTopics
  • 12. Evaluationof Resources 0% 10% 20% 30% 40% 50% 60% 70% 80% Books Periodical articles Websites Statistics 2006 2013
  • 13. Computer Skills 0% 10% 20% 30% 40% 50% 60% 70% 80% Computer Basics Software or apps Web Social Networks 2006 2013
  • 14. 0% 20% 40% 60% 80% Pre-tests Post-tests In-class exercises User feedback Body language None 2013 2006
  • 15. *LILi Annual Conference *Professional development for teacher-librarians and academic librarians *Shared Database IL Lesson Plans *Pilot by Loyola Marymount University *Cross-institutional Collaboration What is next?
  • 16. Lisa Burgert University of San Diego, Copley Library San Diego, California, USA lburgert@sandiego.edu Angela Boyd University of California Santa Barbara Library Santa Barbara, California, USA aboyd@library.ucsb.edu