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THE FACULTY ANGLE

THE FACULTY ANGLE. What Our Faculty Think About the ACRL Information Literacy Competency Standards. Shelley Gullikson, Information Literacy Coordinator Mount Allison University Libraries sgullikson@mta.ca. THE DISCIPLINARY ANGLE.

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THE FACULTY ANGLE

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  1. THE FACULTY ANGLE What Our Faculty Think About the ACRL Information Literacy Competency Standards Shelley Gullikson, Information Literacy Coordinator Mount Allison University Libraries sgullikson@mta.ca

  2. THE DISCIPLINARY ANGLE Moving to Discipline-Specific ACRL Information Literacy Competency Standards Shelley Gullikson, Information Literacy Coordinator Mount Allison University Libraries sgullikson@mta.ca

  3. Survey Questions • Choose how important you believe it is for your own students to have this skill: 1=Not Important, 2=Somewhat Important, 3=Important, 4=Very Important, 5=Don’t know • Select at what level you expect your students should have this skill: 1st year university, 2nd year, 3rd year, 4th year, Later, High school, Never

  4. Survey mechanics • Winter Term 2004 • Mount Allison University • All 87 outcomes from 5 Standards • 32 surveys returned (21%) • Winter Term 2005 • CBU, MSVU, StFX, UPEI • Survey split: Standards 1&3, Standards 2,4,5 • 85 surveys returned (17%)

  5. Demographics

  6. Teaching Experience

  7. Broad Discipline

  8. Outcomes of Highest Average Importance – Overall

  9. Outcomes of Lowest Average Importance – Overall

  10. Academic Level Expected for Top 10 Outcomes

  11. Top 10 Librarian-Responsible Outcomes

  12. Academic Level Expected for Librarian-Responsible Outcomes

  13. Outcomes of Highest Average Importance – Arts * Unique in top 10 ** Unique in top 25

  14. Outcomes of Highest Average Importance – Sciences * Unique in top 10 ** Unique in top 25

  15. Outcomes of Highest Average Importance – Social Sciences * Unique in top 10 ** Unique in top 25

  16. Discipline-Specific Standards • Science and Engineering/Technology • 76 included, 11 excluded, 29 new • Anthropology and Sociology • 63 included, 24 excluded, 8 new • Literatures in English • 18 included, 69 excluded, 5 new

  17. English-Specific Outcomes • Differentiate between reviews of literary works and literary criticism • Understand the concept of peer reviewed sources of information • Understand that literary texts exist in a variety of editions, some of which are more authoritative or useful than others

  18. English-Specific Outcomes • Identifies the purpose and audience of potential resources (e.g. popular vs. scholarly, current vs. historical) • Differentiate between reviews of literary works and literary criticism • Understand the concept of peer reviewed sources of information • Understand that literary texts exist in a variety of editions, some of which are more authoritative or useful than others

  19. Discipline-Specific Standards & Faculty-Rated Outcomes ACRL outcomes Average faculty rating (by discipline) Discipline-specific outcomes 1.1a 3.25 No 1.1b 3.4 Yes 1.1c 3.1 No

  20. Discipline-Specific Standards & Faculty-Rated Outcomes

  21. Discipline-Specific Standards & Faculty-Rated Outcomes

  22. Discipline-Specific Standards • Science and Engineering/Technology • http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm • Anthropology and Sociology • http://www.lib.utexas.edu/subject/ss/anssiil/anssilstandards2007.pdf • Literatures in English • http://www.ala.org/ala/acrl/acrlstandards/researchcompetenciesLES.htm

  23. Shelley Gullikson, “Faculty Perceptions of ACRL’s Information Literacy Competency Standards for Higher Education,” Journal of Academic Librarianship 32 (Nov. 2006): 583-592. sgullikson@mta.ca

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