A PowerPoint presentation about the history of Information Literacy Instruction

1. HISTORY OF INFORMATION
LITERACY INSTRUCTION
By:
Chenny Hibog
Jessa Limbaga

2. Libraries and Librarians: Where do they fit?
. Jorge Luis Borges (1899-1986)
Happily , negative images of libraries
and librarian’s are fading, many now see
libraries and librarians at the heart of
the university the college, the
community
and even the corporation, organization,
and research entity. Increasingly
complex technology has placed the
library at center stage as staff, faculty,
administrator, students, and other user
groups.

3. Roots of Instruction And Information Literacy In Libraries
 The modern library instruction movement began in U.S
academic libraries in the early 1960s and in Europe in
the late 1960s and early 1970s, but not new at the first
American library Association (ALA) conference in 1876,
 Melville Dewey said “the library is a school, and the
librarian is in the highest sense a teacher….”
surprisingly to some, between
 1876-1910 some twenty institution in the U. S gave
credit courses in library research and forty offered
noncredit courses in library uses ( Robert and Blandy
1989)

4. Development of Modern
Library Instruction
Movements

5. Bibliographic Instruction
Knapps efforts are at the root of the modern library instruction
“tree” which first developed two main branches.
One focused on intensive integration of library instruction into
the entire academic curriculum course by course, in a
“synchronous” (real time) face to face group instruction mode
(Faber, 1974, 2007)
The other branch focused on an almost entirely self-paced ,
hands on , “asynchronous” (any time, any place) approach.
(Dudley, 1978)

6. Synchronous and Asynchronous
Instruction
synchronous and asynchronous are terms
commonly used in discussing distance education,
online learning and e- learning at all educational levels
and ages, they may also apply to other sorts of
instruction.
Understanding these two concepts can also help us
better grasp the value of and differences between the
two historically significant approaches to instruction
related to what we now call Information Literacy
Instruction.

7. F2F Group
Instruction
(Synchronous)
Self-paced
Workbooks
(Asynchronous)
Evan Farber (1974) developed a fully course- integrated model
library instruction program beginning in 1954 at Earlham
college, modeled on traditional in-person college courses.
For 35 or more years, Earlham college librarians and teaching
faculty together have done an outstanding job of integrating ILI
into the entire curriculum.
In the early 1970s, much resistance from administrators
and reference staff, Mariam Dudley at UCLA developed a
highly successful learner-centered, self paced library
skills workbook (Dudley 1978)
This simply designed, asynchronous workbook was utilized
by period and adapted by libraries and libraries world
(Fiallbrant and Malley 1984)

8. Relationship to reference
 Dudley and Farber were farsighted pioneer, but
many other pioneering librarians and organizations
have written or edited significant library instruction -
related works over the past 35 or more year.
 There works and many other, documented annually
in the reference service review column on LI
publication (Johnson , Jent , and Reynolds 2007)
and in library Instruction round tables (LIRT) to 20
instruction articles of the year (ALA, LIRT, 2008)
have defined and enhanced libraries efforts to
teach.

9. The purpose of all these
instructional efforts was not
necessarily to cut down on the
total number of questions in the
reference desk but to raise the
level of complexity of questions
that remain following instruction
in basic info lit. skills

10. Beyond Farber and Dudley
Many other all schools of both approaches have developed and grown over the
years, probably workbooks or course- related or course-integrated one-shot
sessions affiliated with a particular discipline or department, as well as
independent stand alone.
library - initiated workshops or classes and various technology based efforts,
Farber and Dudley branches were to help users learn about library
resources and information tools and developed effective strategies for using
them. Dudle’s (1978) library instruction workbook.

11. Beyond Farber and Dudley
• In 1960s, 1970s and early 1980s , little did instruction
librarians know that their many efforts would one day sit at
center stage in libraries, as technology entered the technical
side o the library world.
• During in 1980s and 1990s ,as technology made major impact
on libraries , faculty increasingly called on librarians to do “
library orientations or library presentations, for their classes.
• One shots (IL) sessions become popular , particularly in
academic libraries. Many librarians enthusiastically researched
and embraced educational theories and techniques.

12. Information literacy
• In the 1980s,as technology was beginning to show its public face in
libraries, librarian’s involved in instruction suggested teaching/learning
approaches that went beyond the basic need for orientation and
introduction to research tools provide within a search stray framework,
like workbooks.
• In 1983- 2003 they established Research strategies
• Patrecia Breivik, reconceptualized the concepts and goals of library
efforts as IL. This group saw IL broadly, not limited to library resources
but applying all sorts of info. resources

13. Patricia Breivik has written and spoken widely on the issue of IL
and also established the National Forum on information literacy, an
organization of national and international associations devoted to
spreading the word on the need IL. at all levels and in all
environments (NFIL, 2008a)
The NFIL encourages and lists important developments in IL in a
variety of org. including American n Association for Higher
Education and Nat'l Education Association.
National Forum on Information
literacy

14. More ILI Developments
As the NFIL helped this process among organizations
globally. Rosenberg and Berkwitz developed and
pressed for implementation of the Big6™ library
skills approach for K-12 in 1990, In 2008 Big6™ most
widely known and used approach to teaching
information and technology skills in the world.
Implemented in thousands of school.

15. In the 2000s ILI librarians in academic libraries have , in
fact, taken further steps to delineate ILI for various
disciplines by developing IL competency standards for those
disciplines based on the ACRL Standards and to write a
number of publications about IL.

16. Defining IL, has been a rather long and difficult process, as librarians and others have coined
variant phrases since “information literacy” was first introduced, including, information
competency and “information fluency”.
IN 1999, the US National Academy of the Sciences published an important documents defining
the concept of Information fluency.
The report , “being fluent with information Technology,” posted three components of “Fluency
with Information Technology” or ‘FITNess”
Information Competency and
Information on fluency

17. 1 . C o m p e t e n c y s k i l l s - the ability to use todays computer
applications, enable people to apply information technology
immediately.
2 . F o u n d a t i o n a l c o n c e p t s - the basic principles of ideas of
computer, networks and information
3 . I n t e l l e c t u a l c a p a b i l i t i e s - the ability to apply
information technology in computer and sustained situation,
encapsulate higher level thinking in the concept in the context of
information technology (US National Academy of Sciences, Executive
Summary, 1999, online)
3 components of FITness

18. Digital Divide And Information Literacy Divide
• Are our users as familiar and comfortable with computer technology as we
have become? Many have, however, there is still a digital divide and an IL
divide, Many define the digital divide in relation to access to technology
particularly the internet. Access is necessary of course, but in and of itself is
an insufficient condition of IL( Lorence and Park , 2008)
• History and role of library instruction organization publication, and other
support group
• Access to computers and internet connections is a necessary but insufficient
condition for an information literate population. An IL divide still exists, even as
internet access barriers case and as the general population becomes more
familiar with computers.

19. Regional Instruction Organizations
 In the United States, librarians who were struggling to develop and
deliver instruction banded together in the 1970s to talk and share
ideas and approaches to teaching and learning.
 They mounted grassroots efforts to establish organizations at the local,
regional, and national levels that would support them with education, training,
networking, and publications to keep them up to date, including the ACRL,
New England Chapters New England Bibliographic Instruction
Committee(NEBIC), now called New England Library Instruction Group
(NELIG) - (ALA, ACRL , NELIG, 2008)

20. Library Orientation and Exchange
 1975 was astounding productive in terms of library
instruction- related organizations.
 CCLI, BIS, and LIRT were established and so was
another highly significant organization--- Library
Orientation and exchange ( LOEX, 2005)
 LOEX, began as a 1971 conference at Eastern Michigan
University in the early 1970s.
 Its functions then, as now was to serve as a national library
instruction clearinghouse, a central depository , now focus
more on online materials, and an educational “institution”

21. ALA ACRL Bibliographic Instruction sectional
Instruction section and ALA Library Instruction
Round table
 Miriam Dudley was instrumental in establishing the ALA’s ACRL
bibliography instruction Section (BIS) and played a part, as well, in
establishing the ALA library instruction Round table( LIRT).
 The IS also review instructional materials online for its PRIMO
database, has developed proficiency standard for instructions
librarians and coordinators, keeps track of IL publications, and offers
a highly useful site that includes a number of checklists and links for
analyzing instructional environments.

22. ACRL and Broader Information Literacy Initiatives
 Continuing education for ILI is extremely important, but it presuppose that a person
has already learned something on which to build. This is not always the case when it
comes to teaching ILI.
 A number of library schools/ information studies department, pushed and pulled by
many different constituencies and demands both internal and external.
 In 1997, Cerise Oberma decided that she had waited long enough for library schools
to get around to the important task preparing new librarians for instruction
responsibilities.
 She proposed IL Immersions program to help meet this basic needs and to help
prepare experienced instruction librarians to serve as IL change agents (Shirato,
1999).

23. International Federation of Library Associations
 The international federation of library associations(IFLA) Round Table
on User Education was established in 1993 as a formal group after
three years as a working group of this international organization.
 Its purpose is to foster internsational cooperation in the development
of user education in all types of libraries.
 In 2002, the Round Table aimed to work with UNESCO to develop a
database of IL materials from all over the world “InfoLit. Global”
 In 2000 UNESCO established the “Information for All Programme” or
IFAP.

24. Reference
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