The document discusses an approach to developing information and communication technology (ICT) literacy skills through faculty learning communities (FLCs). It defines ICT literacy and outlines criteria for assessing ICT literacy, including defining information needs, accessing and managing information from digital sources, integrating information from multiple sources, evaluating sources, creating information digitally, and communicating information to audiences digitally. The goals of FLCs are to provide professional development for faculty to improve teaching with ICT literacy. Data is collected on FLC participation and outcomes to assess effectiveness and opportunities for improvement. Resources for implementing FLC programs are also provided.

1. FACULTY LEARNING COMMUNITY:
An approach to developing ICT Literacy Skills
Anna Stoute, Head of Education and Outreach
University of Miami Libraries

2. How do we define FLC
• Engagement
• Motivation
• Knowledge
• Innovation
• Assessment

3. Definition of ICT Literacy
Information, Communication and Technology Literacy(ICT literacy) is the ability to appropriately use
digital technology , communication tools, and / or networks to solve information problems in order to
function in an information society .
This includes having the ability to use technology as a tool to research, organize, and
communicate information and having a fundamental understanding of the ethical/ legal issues
surrounding accessing and using information
(The National Higher Education Information and Communication Technology Initiative, 2004)

4. ICT Literacy Criteria
• Define: Identify an information need
• Access: Collecting and retrieving
• Manage: Organizing or classifying
• Integrate: Summarizing and contrasting
• Evaluate: Determining accuracy
• Create: Constructing, adapting or designing
• Communicate: Disseminate to audience

5. FLC Goals
• To use the initial FLCs to provide a model for structured faculty collaboration and
professional development that is supported and rewarded by the University.
• To help faculty acquire or increase their facility with ICT Literacy in order to improve
their teaching, revise or devise a course, and enhance students’ learning.
• To help strengthen and reshape faculty culture by disseminating the results of the FLCs
through workshops, seminars, and collective events.
• To design, develop , and implement a framework for sustainable FLC programming
and assessment at the University of Miami.

6. Yes and No!
Data Collection
Are we going in the right direction?

7. Required Criteria 0 - Unsatisfactory 1 - Partially Proficient 2 -Proficient 3 - Exemplary POINTS
Define
Using digital tools to identify and
represent an information need
Information need not identified; no
understanding of using digital tools
Digital tool applied; information
need not identified
Appropriate digital tool used;
information need generally
identifiable
Information need clearly outlined
and addressed; used more than
one relevant digital tool;
Access
Collecting and/or retrieving information in
digital environments
Collection/retrieval not performed; no
understanding of various digital
environments.
Minimal collection/retrieved of
information; information not
relevant; digital environment used
improperly
Relevant information; information
generally organized; appropriate
digital environment applied
Relevant information
collected/retrieved; information
well organized; very
knowledgeable about various
digital tools; uses advanced
features available in digital
environment
Manage
Using digital tools to apply an existing
organization or classification scheme for
information
No understanding of information
management; digital tools not used
Incorrect tool used; organization
or classification scheme applied
incorrectly
Appropriate tool used; generally
understands concepts for
information management;
Used alternative tools;
organization of information clear
and concise; applies the concepts
of information management
appropriately
Integrate
Interpreting and representing information,
such as by using digital tool to synthesize
summarize, compare, and contrast
information from multiple sources
No use of digital tools to integrate
information; does not understand the
general concepts of synthesizing,
summarizing, etc.
Ineffective use of digital tool;
purpose partially achieved
Interpretation and representation
of information is clearly
identifiable; basic use of digital
tool; multiple sources not used to
contrast
Information fully integrated;
organization precise; effective
comparison and contrast;
understands and applies the
concepts of integrating
information
Evaluate
Judging if the information satisfies the
needs of an information problem,
including determining authority, bias, and
timeliness
Sources biased and unscholarly;
materials irrelevant or marginally
relevant to topic; outdated
information; own and other’s biases
and assumptions not recognized
Most sources scholarly or reliable;
materials generally relevant to
topic; generally current; own and
other’s biases and assumptions
recognized but not analyzed
All sources scholarly or reliable;
all materials relevant to topic and
current; own and other’s biases
and assumptions generally
analyzed
All sources scholarly or reliable;
primary sources may be included;
all materials relevant to topic and
current; own and other’s biases
and assumptions analyzed
methodically
Create
Adapting, applying, designing or
constructing information in digital
environments
Information not created within digital
environment
Ineffective approach for creating
information; minimal use of digital
tools
Consistent and effective creation
of information; understanding of
the digital tools
Innovative and effective
approach to creating information;
deep understanding of the digital
tools
Communicate
Disseminating information relevant to a
particular audience in an effective digital
format
No understanding of how to
disseminate information in digital
format; audience not considered
Dissemination of information is
organized although inconsistent;
ineffective digital format used;
audience generally understood
Digital format of information is
organized and consistent;
audience understood
Innovative approach used for
digitizing and disseminating
information; advanced features of
digital tool are used; audience
understood and addressed
FLCRUBRIC

8. Review of FLC Program 2011
• Lack of participation
• Library has no voice
• Minimal technology
• No Community
• Poor data collection
Open to Change
Negative Positive

9. Participation Increase
0 2 4 6 8 10 12 14 16 18
2014
2013
2012
2011
2010
2009
Number of Participants

10. Outcomes of Co-Facilitation
Co-Facilitator
Resource
Awareness
Learning
Workshops
Recognition
Course
Embedding

11. Technology within a Community
• FLC Yammer Community: FLC 2014 Group
• FLC Website: UM Faculty Learning Community
• Digital Media Lab: DML

12. Improving Data Collection

13. Samples of Student Assignments
ENG 219 – Creative Writing
Judy Hood
ARC 2014 – Graduate students
Eric Firley - Slab in the Face
Business Summer Program
Jackie Collins - Flickr

14. LessonsLearned Continuous
program
assessment
Open dialogue
Willing to change
Assessing data
collection
Collaboration
Ongoing support

15. Can Librarians implement FLCs?
• Assess institution culture
• Determine your role in the FLC
• Buy-in from colleagues
• Tools needed for sustainability
• Reach out to faculty
• Formulate a collegial environment
• Buy-in from library and/or institution administration
YES

16. Resources
• Miami University, Oxford, Ohio:
• www.units.miamioh.edu/flc/
• Education Testing Service:
• www.ets.org
• University of Miami, Coral Gables, Florida:
• scholar.library.miami.edu/flc/
• Yammer:
• www.yammer.com

17. FLC Technology Advisor
Vanessa Rodriguez
E-Learning & Emerging Technologies Librarian
University of Miami Libraries
Email: vrodrigu@miami.edu
UML: www.library.miami.edu

18. Thank You
Anna Stoute
Head of Education and Outreach
University of Miami Libraries
Email: astoute@miami.edu
UML: www.library.miami.edu