Building an information literacy program


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Building an information literacy program

  1. 1. Building the Foundation of an Information Literacy Program Kristy Padron ( Alyse Ergood ( Florida Atlantic University Libraries
  2. 2. Building the Foundation of an Information Literacy Program 1. Resources 2. Collaboration 3. Needs & Expectations 4. Training 5. Assessment 6. Class-Level Planning & Instruction
  3. 3. Foundations: A Schematic Assessment
  4. 4. Resources What is available to your IL program? People: librarians, support staff Time: consider other duties and priorities for department and people Information & materials: worksheets, online resources, class space, technology Money: support continuing education, conference attendance and similar activities.
  5. 5. Collaboration Who can or will work with an IL program? Within a library: Library Administration (dean, director) Department heads Librarians and Library Staff Outside the library: University Administration (dean, provost) Academic Departments (Subject areas as well as Center for Teaching & Learning) Faculty
  6. 6. Needs & Expectations What does the institution need (or expect) from an IL program? Accreditation (SACs) University Strategic Plan Curriculum requirements Technical considerations (Blackboard and other course management programs) Special populations: distance ed., ESOL, older students…
  7. 7. Needs & Expectations What does the library need for its IL program? Library Strategic Plan or Mission: an IL program should support these. Exploratory studies to establish needs (FAU is doing this for its students and faculty).
  8. 8. Training Instructors need to be knowledgeable about the goals, objectives and criterion for instruction. Provides a foundation for development of teaching strategies and approaches to teaching Instructors need to be informed of information literacy standards and educational theory and practical information; so that everyone is on the same page. Why is it important to train librarians about information literacy and instruction?
  9. 9. Training Training leads to effective instruction Information literacy workshops in house and other face to face trainings- available at the county, regional, state and national levels Online sessions- Webinars and Teleconferences Continuing education in the areas of education, instruction and library and information science Establish, schedule and support formal training for instructors
  10. 10. Training Blogs, Wikis, Listservs and Discussion Groups Observations- Instructors have the opportunity to observe their colleagues and to be observed by their supervisors for feedback Team teaching- Provide opportunities for new instructors to teach with seasoned instructors Mentoring- New instructors can be assigned mentors who are seasoned instructors Encourage participation in informal training experiences
  11. 11. Assessment Provides credibility and validity for your program Ensures that program is designed to meet needs of those you are servicing (while meeting ALA stds) Reveals areas needing development and attention and those areas operating at a satisfactory level Ongoing assessment for instructional sessions and information literacy program Helps instructors gain feedback on their teaching and to improve Why is assessment important?
  12. 12. Assessment Faculty and adjunct faculty Graduate teaching assistants Students- receiving ILIS instruction Information literacy instructors Who plays a role in assessing your information literacy programs?
  13. 13. Assessment Survey Faculty about their needs and their students needs (how they want students to receive information) Focus Groups to discuss faculty’s perceptions of your program design and needs for change Develop program to meet faculty’s needs and survey faculty again to gauge that program meets their requirements. Assess your faculty to obtain information about their and their students’ information literacy needs
  14. 14. Assessment Possible ways of assessment include: Online or face to face surveys and focus groups Student research or bibliographic assignment to determine that they have gained knowledge and learned from their instructional session Evaluation form immediately after instructional session Focus groups to gauge student needs Assess your students to find out what they know and if your program is effective
  15. 15. Assessment Observe instructional sessions and provide feedback Survey faculty immediately after IL session Assess students immediately after IL session (even if only via the one minute paper) Design instructional wiki’s providing standards for information literacy instructional sessions How to assess library instructors?
  16. 16. Assessment Build in assessments for individual, specific classes Utilize survey data and focus group findings Determine if IL goals are being met by revisiting IL and strategic plan How to assess Information literacy program?
  17. 17. Class Level Planning and Instruction Program-Level Planning Individual Class Planning Planning procedures for library sessions
  18. 18. Class Level Planning and Instruction Use strategic plan and library mission statement as guiding forces Instructional librarians decide on objectives, outcomes and goals for the program Determine level of faculty involvement; then, work with faculty to determine objectives for courses (individually or by program/dept.) Develop measurable and observable objectives and goals Program-Level Planning
  19. 19. Class Level Planning and Instruction Establish standard elements to be taught in information literacy classes Prepare lesson plans for individual classes based upon faculty input and requests by faculty Prepare objectives and goals for individual classes Develop supplemental webpages and materials Mentor new information literacy instructors through teaching experience, observation and discussion Individual Class Planning
  20. 20. Class Level Planning and Instruction  Calendars & scheduling  Communication (between faculty & librarian)  Facilities (security, scheduling, technology) Other “Freebies”: handouts, web pages, etc… Planning procedures for library sessions
  21. 21. Recommended Readings Curzon, Susan Carol & Lampert, Lynn D. (Eds.) (2007). Proven strategies for building an information literacy program. New York: Neal-Schuman. Anything on assessment by Deb Gilchrist (Pierce College, Lakewood, WA). Grassian, Esther S. & Kaplowitz, Joan R. (2001). Information literacy instruction: theory and practice. New York: Neal-Schuman. _____. (2005). Learning to lead and manage information literacy instruction. New York: Neal-Schuman. Maki, Peggy L. (2002). Developing an assessment plan to learn about student learning. The Journal of Academic Librarianship, 28(1): 8-13. Ratcliff, Carolyn J. (et. al). (2007). A practical guide to information literacy assessment for academic librarians. Westport, CT: Libraries Unlimited.