This document summarizes a presentation on information literacy progression standards in New Jersey. It discusses the importance of information literacy, the evolution of information literacy standards, and an overview of the progression standards. It also provides examples of how the standards can be implemented in classroom assignments. The progression standards have been endorsed by several New Jersey library and education organizations to guide the development of students' information literacy skills from two-year to four-year academic programs.

1. Progression Standards
for Information Literacy:
Putting the Standards Into Practice
New Jersey Association of
School Librarians
Friday, December 3, 2010
Ruth Hamann, Passaic County Community College
Gary Schmidt, Ocean County College
Nancy Weiner, William Paterson University
In association with:
The New Jersey Chapter of the Association of College & Research Libraries (NJ-ACRL)
The Virtual Academic Library Environment (VALE)
The Central New Jersey Academic Reference Librarians Group (CJARL)

2. Session Outline
• Why is Information Literacy (IL) important?
• The evolution of the Progression Standards
• A closer look at the Progression Standards
• Putting the Progression Standards into
practice in your classroom

3. Why is Information Literacy
important?
• Because the President says so?
“National Information Literacy
Awareness Month [every October,
starting 10/2009] highlights the need for
all Americans to be adept in the skills
necessary to effectively navigate the
Information Age.”
Source:
http://www.whitehouse.gov/the_press_office/Presidential-Proclamation-National-Information-Literacy-Awareness-Month/

4. Why is Information Literacy
important?
• Because the State of New Jersey says so?
“An institution shall have in place a plan that
articulates how students will obtain information
literacy skills as they progress through the
curriculum.”
TITLE 9A, Chapter 1. Licensure Rules, 9A:1-1.9 Library
Source:
http://library.njit.edu/docs/nj-commission-higher-ed-licensure-rules-effective-20080728.pdf

5. Why is Information Literacy
important?
• Because Middle States says so?
“Information literacy … instruction
should occur in an integrated and
coherent approach throughout the
curriculum so that students
experience increasingly
sophisticated concepts as they
progress through the institution.”
Source:
http://www.msche.org/publications/devskill050208135642.pdf

6. Why is Information Literacy
important?
• Because the your academic officers say so?
New Jersey Community College General Education
Learning Goals & Objectives
NJCC Learning Goal Category #4 NJCC Learning Objectives d.
Technological Competency OR Students will recognize when information
Information Literacy is needed and be able to locate, evaluate,
and use information.
Source:
http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf

7. Why is Information Literacy
important?
• Because of what it is:
Coined in 1974 by Paul Zurkowski (Foster 2007) when he used the
term, “information literates” to describe people who use large
quantities of information for their job.
First used in an academic context in 1989 when the American
Library Association (ALA) began advocating its integration into
college curriculum.
“To be information literate, a person must be able to recognize
when information is needed and have the ability to locate,
evaluate, and use effectively the needed information.”
Source:
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

8. What does this mean in the classroom?
• Can my students think beyond Google and
Wikipedia?
• Can they find books to support their learning?
• Can they find scholarly journal or magazine
articles?
• Can they thoroughly evaluate information?
• Can they think critically about information?

9. What does “Lampitt” mean to you?
A. Text-speak for switching on
the lights?
B. The family from “The
Beverly Hillbillies”?
C. A 2007 state law concerning
the transfer of credits
between two and four year
colleges?

10. Each public institution of higher
education, in consultation with
the New Jersey Commission on
Higher Education and the New
Jersey Presidents’ Council , shall
establish and enter into a
collective Statewide transfer
agreement that provides for the
seamless transfer of academic
credits from a completed
associate of arts or associate of
science degree program to a
baccalaureate degree program.
Pamela R. Lampitt (D)
Assemblyperson from New Jersey 6th Legislative District (Camden)
Source:
http://www.njleg.state.nj.us/2006/Bills/A4000/3968_R1.PDF

11. Comprehensive State-Wide
Transfer Agreement
General Education Foundation Course Category #4 (of 9):
Technology
NJCC Goal Category #4 (of 9):
Technological Competency or Information Literacy
Course Criteria:
Any course that emphasizes common computer technology skills that
helps students to access, process, and present information.
Source:
http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf

12. Comprehensive State-Wide
Transfer Agreement
New Jersey Community College General Education
Learning Goals & Objectives
NJCC Learning Goal Category #4 NJCC Learning Objectives d.
Technological Competency OR Students will recognize when information
Information Literacy is needed and be able to locate, evaluate,
and use information.
Source:
http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf

13. Building Consensus through Collaboration
The Initial Mandate came from the Executive Committee of the Virtual
Academic Library Environment (VALE)
VALE Shared Information Literacy Committee (VALE_SIL)
The NJ Chapter of the The Central Jersey Academic
Association of College & Reference Librarians Group
Research Libraries (ACRL ) User (CJARL)
Education Committee

14. Task Force
• Task Force formed in December, 2008
• 8 librarians:
– 4 from two-year colleges; 4 from four-year colleges
• Our purpose was to produce:
– Standard competencies for students transferring
from a two- to a four-year institution
– A document that faculty could embrace
– A framework for institutions to customize
– A blueprint for faculty/librarian collaboration

15. Task Force
Front Row - seated (l to r): Amy Clark, Ruth Hamann, Eleonora Dubicki
Back Row - standing (l to r): Pamela Price, Jacqui DaCosta, Gary Schmidt, Nancy Weiner
(not pictured: Nancy Madacsi)

16. Building the Standards
• Association of College & Research Libraries
Information Literacy Competency Standards for Higher
Education
• SUNY-Oswego
Information Literacy Learning Outcomes for Undergraduates
• Ideas and Best Practices from
Other Institutions

17. Incorporating Progression
Two Levels of Progression:
Level #1: Introductory/Novice
- Emphasizes “General Skills”
- To be met upon completion 30-32 credits
Level #2: Gateway/Developing
- Emphasizes “Discipline-Specific Skills”
- To be met upon completion 60-64 credits

18. Framework Structure
OUTLINED OVER TWO LEVELS OF PROGRESSION
FIVE DISTINCT & CONSISTENT “COMPETENCIES”
(i.e., STANDARDS)

19. Room to Grow:
The Future of the Standards
• K-12
• Upper-level Undergraduate
• Graduate

20. Endorsements
To date, the Progression Standards have been endorsed
by the following agencies:
11/2009: VALE Executive Committee
2/2010: VALE Members' Council
3/2010: New Jersey Association of School Librarians (NJASL)
5/2010: New Jersey Library Association Executive Board
8/2010: NJ State College Council of Academic Vice Presidents
8/2010: Provosts at the senior public colleges and universities

21. Standards in Practice
(SAMPLE ASSIGNMENTS)
• Move away from “traditional” research papers
• Adaptable: Can be used within any discipline
• Flexible: Integrated into existing courses
• Added Value: Mapped directly to Progression Standards

22. Standards in Practice
(SAMPLE ASSIGNMENTS)
• Opposing Viewpoints
– Ideal for first year students
– Develops essential research skills
– Provides structure and creativity
– Incorporate additional Literacies

23. Standards in Practice
(SAMPLE ASSIGNMENTS)
• Citation Examination
– Emphasizes both Introductory & Gateway skills
– Deconstruct citation to locate resources
– Recognize value of bibliographies
– Incorporates technology

24. Standards in Practice
(SAMPLE ASSIGNMENTS)
• Annotated Bibliography
– Standalone element of traditional research papers
– Focused on subject specific resources
– Evaluation of selected sources
– Demonstrate consistent use of a citation style

25. Our Contact Information
Ruth Hamann: rhamann@pccc.edu
Gary Schmidt: gschmidt@ocean.edu
Nancy Weiner: weinern@wpunj.edu
More information is available through our WIKI:
http://njla.pbworks.com/w/page/12189896/Progression-
Standards-for-Information-Literacy