This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.

1. Introduction to Library
Instruction in the ULS
Robin Kear, MLIS
Nazarbayev University Library
April 2012

2. What is Library Instruction?
Demystifies library
Empowers students
Generates PR/Good will
Supports mission of the library
Promotes Information Literacy
Set of abilities requiring individuals to "recognize
when information is needed and have the ability
to locate, evaluate, and use effectively the needed
information.“
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency

3. Bibliographic Instruction vs.
Information Literacy
 ULS has a long
history of library
instruction
 Both traditional and
innovative

4. Bibliographic Instruction vs.
Information Literacy
 “Information literacy involves mastery over a complex set of
concepts and skills and their interplay…knowledge of library
skills is an integral part of information literacy… serving as
tools for realizing its higher goals.”
 Sharma, Shikha. “From Chaos to Clarity.” Journal of Academic
Librarianship 33.1 (Jan. 2007): 127-35.

5. A Few Differences Between
BI and IL
Responsibility is librarian- Responsibility is collaborative
controlled
Content is focused on tools Content is focused on
and search interfaces overreaching concepts, critical
thinking processes, and
thinking standards
 Assessment is focused on Assessment is focused on
limited evaluations and skill- competencies and standards
based measurements as yardsticks for outcomes
based approaches

6. Our Reasons for Information
Literacy Initiative
 Assessment requirements at
the University of Pittsburgh
 Middle States Commission
on Higher Education
 ARL’s call to transform
research, teaching and
learning
ULS Long Range Goal

7. Information Literacy Objectives
1. Develop a Research Strategy
2. Select Finding Tools
3. Search
4. Use Finding Tool Features
5. Retrieve Sources
6. Evaluate Sources
7. Document Sources
8. Understand Economic, Legal, and Social Issues
-Modeled on the SAILS Skill Sets

8. Role of ULS In
Information Literacy Assessment
 Online information literacy
test
 45 questions dealing with a
range of information seeking
skills
 Benchmark freshman IL
skills
 Assess senior class skills

9. The Goal: Better IL Integration at
the Course/Program Level
Embed into the research
process of the course or
program
Collaborate with the
instructor(s) or program
director(s)
Always tie instruction to the
assignment

10. Various, Simultaneous
IL Components
 One-shot classes as library/searching orientations
 One-on-one instruction
 Embedded librarians
 Classroom integrated tools
 Integrated discipline/IL goals and rubrics
 Curriculum mapping

11. Embedded Librarian
Integral part of the
whole
Part of the online
classroom
environment

12. ENGLIT 0500: Intro to Critical Reading
 Collaboration with a Pitt English Professor
 Tiered assignment
 I teach just before the annotated bibliography
is due
 Part of their CourseWeb
 Review annotated bibliographies

13. Levels for Courseware Tools
Macro Level Library Courseware
Involvement, entails working with the developers
and programmers of courseware to integrating into
the software a generic, global library presence.
Micro Level Library Courseware
Involvement, involves individual librarians teaming
up with faculty as consultants to participate in
developing a customized library instruction and
resource component for the courseware enhanced
courses.

14. Ideas for Courseware
 Create downloadable items that can be
imported into online courses
 Remind faculty of virtual reference desks and
library web presence
 Offer to create and embed discipline specific
IL rubrics
 “Librarian Role”

15. The Reality
The research process is more difficult with
information abundance:
•Technology issues now complicate
research concepts further
•Too many information choices, not enough
orientation

16. The Assignment
Write a 5-7 page paper on
the topic of your choice.
Use scholarly sources.
Due the last day of the
semester.

17. Things students feel…
Anxiety
Annoyance
Stress
Overwhelmed
Fear
Confusion
Excitement
Dread
Uncertainty

18. Things students say…
 “I have no idea [about the dates or details of my topic].”
 I can’t find this article in the catalog.
 This magazine isn’t online so I can’t get it.
 There is not enough on my topic, I have to change it.
 I don’t know what a primary or secondary source is.
 My professor said to use scholarly sources…what are those?
 Am I cheating if I use someone else’s bibliography?
(Mary George, Admissions of Another Sort)

19. Things students do…
 Procrastinate (80% of Head &Elison’s 86 students
procrastinate on 80% of their research assignments)
 Spend 3 hours on research, 2 hours
writing
 Go to Wikipedia for context and to pre-
search (8 out of 11)
 Go to the Internet or databases for
sources
 Do “good enough” research to get by

20. The Result
Papers aren’t as good as
they could be
Research is associated
with negativity
Hard for library to fulfill
requests (reference and
collection related) when
students procrastinate

21. Goal: Better Research Assignments
 Process over Product
 Tiered Paper Approach
 Suggest Alternatives to the 5-7 Pages
 Annotated bibliography
 Literature review
 Bibliographic essay
 Evaluate and edit a Wikipedia entry
 Grant or research proposal

22. Goal: Tiered Research Assignments
Thesis/topic meeting
Research log/journal
Preliminary bibliography
Outline/Introduction
Mid-point check
Drafts
Final Paper

23. Goal: Embed Smaller Research
Components
 Explain Citations
 Explain Source Types
 Suggest Disciplinary Sources
 Explain Terminology (primary vs. secondary)
 Explain Information Cycle

24. Things students need…
 Collaboration between faculty and librarians
 Collaboration between academic departments and
libraries
 Connection between research-paper process and
everyday life research
 Context:
background, vocabulary, expectation, gathering
resources
 Librarian as informational coach
 Frequent explanations of research (IL) concepts
across courses and years from faculty and librarians

25. The Result: Ubiquity
 Research is not disconnected from
the classroom
 Research is not an outside skill
 Research skills are necessary for all
their work

26. LibGuide Companions
 Information Literacy
Fundamentals
 http://pitt.libguides.com/infolit
 Information Literacy Tools
 http://pitt.libguides.com/infolittools

27. Any Questions?