Improving Information Literacy Among Undergraduates

1. Improving Information Literacy Among Undergraduates Florida Gulf Coast University Nora Demers, PhD. Danielle Rosenthal, MLS FGCU IDS 2006

2. Project Goal • To assess and improve information literacy at the undergraduate level in select classes • Issues in Science and Technology (IDS 3303) • Present assessment of students self-evaluation of abilities at several levels • Use IDS 3303 Issues in Science and Technology as a prototype sample strategy to improve literacy

3. FGCU Learning Goals and Outcomes Information Literacy Identify and locate multiple sources of information using a variety of methods. Analyze and evaluate information within a variety of disciplinary professional contexts. Participate in collaborative analysis and/or application of information resources.

4. FGCU’s Library ServicesInformation Literacy Plan Endorsed by the Dean's Council, November 1997 and by the Undergraduate Curriculum Committee July 17, 1998. “…to develop learner expertise in searching for, analyzing, evaluating, and managing the information needed for use in academic, personal, and professional life” “…it is intended that the skills will be transferable across a variety of information systems and remain effective long after current technology becomes obsolete”

5. FGCU’s Library ServicesInformation Literacy PlanAdapted from ACRL's Model Statement of Objectives for Academic Bibliographic Instruction Tier 1: Basic skills that correspond with the General Education program. Intended to provide a foundation for more advanced competencies. Tier 2: Advanced research techniques and specialized resources unique to the discipline or professions involved.

6. FGCU’s Library ServicesInformation Literacy Plan The four ability components How information: • is identified and defined by experts. • sources are structured. • sources are intellectually accessed by users. • sources are physically organized and accessed.

7. FGCU’s Library ServicesInformation Literacy ActivitiesHow can we help you? • Customized in-class instruction sessions • Can include developing/modifying assignments together • Individualized research consultations (My Librarian) • Basic Library Training (BLT’s) offered each semester at various times. • Online Tutorials-General and Database specific • Online Pathfinders/Research Guides • Printable handouts

10. Subject Librarians (Liaisons) http://library.fgcu.edu/AboutTheLibrary/contactus.htm

11. Collaboration is Key • Collaboration between librarians and professors is the critical factor in obtaining information literacy • Improving info lit at FGCU will require comprehensive delivery and assessment of outcomes in numerous courses at all levels. • Collaborations between Demers, Rosenthal and Maksian underway to examine effectiveness of strategies and course assignments.

12. IDS 3303 Issues in Science and Technology This IDS course provides a scaffold of assignments leading students through the process of devising and implementing a research question about a current issue in Science and Technology

13. Tools Used in Issues in Science and Technology (IDS 3303) to Examine and Improve Information Literacy • Pre and Post test of literacy with Advanced Library Training (ALT) sessions • ALT Sessions have been offered since 2002 in numerous classes in all colleges. • Resource surveys • Information literacy continuum • Forming a research question worksheet, assignment and brochures. • Annotated Bibliography assignment and brochure. • Website evaluation assignment and web resources.

14. Pre/Post test instrument 1. Have you had the BLT (Basic Library training) here at FGCU? Yes, I did it online I had the training as part of my ________________ class. No, I have not done the training, but feel comfortable with basic library use No, I have not done the training, and am unsure of how to use the basic library resources 2. How would you rate your information literacy skills in the following areas? a. Use of FGCU library catalog online: Barely adequate Fair Good Very Good Outstanding b. Use of FGCU Electronic resources: Barely adequate Fair Good Very Good Outstanding 3. In relation to the FGCU library, what is an “Online Database”? 4. What makes the online databases that FGCU has different from “Google” or other similar search engines?

15. Pre/Post test instrument (con’t.) 5. Do you know how many databases the library has access to? __1-10 __10-50 __50-100 __100-150 __150-200 __ >200 __I have no idea 6. Explain the major differences between databases like EbscoHost, Proquest and Lexis-Nexis versus Cambridge Scientific Abstracts and PubMed? 7. What is the difference between a “full-text” database, a citation only database and a citation/abstract database? 8. How might you choose and/or find which databases to use? 9. What can you do if your search results in a citation and abstract without full text?

16. Pre/Post test instrument (con’t.) 9. If your search is not yielding appropriate results, what resources or techniques might you use to refine your search? 10. Do you know how to request an interlibrary loan? YES SOMEWHAT NOT REALLY 12. What did you think your information literacy is? Barely adequate Fair Good Very Good Outstanding

17. Results of pre-test survey (Spr. 06 IDS 3303) • Approx. 33% have had BLT • Most rate skills good or better • Fewer are familiar with difference between Google and library resources • How to request an ILL is a skill of about 50% • Use of library webpages is less than 5 times total

18. Student Perceptions of Info Lit skills Findings show that the same trend appears each term: • Students recognize greater literacy after training session, however • They perceive greater a competency than is demonstrated through graded assignments and questionnaires. • (Demers and Malanfant, 2004)

19. IDS 3303 Issues in Science and Technology (McKnight and Demers, 2003)

20. Brochures developed Building your Timeline

21. None 3 4 5 6 7 10 11 14 >14 # of students 1 2 1 1 1 2 1 1 2 14 Self-report Resource Survey How many times LAST term did you use your favorite search engine? Jan 2006 Frequency How many times THIS term did you use your favorite search engine? March 2006 Frequency # of students

22. Self-report Resource Survey How many times LAST term did you ask for help from the Reference Desk? Frequency # of students How many times THIS term did you ask for help from the Reference Desk? Frequency # of students

23. Self-report Resource Survey How many times LAST term did you use electronic resources from the Library? Frequency # of students How many times THIS term did you use electronic resources from the Library? Frequency # of students

24. Self-report Resource Survey How many times LAST term did you use the Library Catalog? Frequency # of students How many times THIS term did you use the Library Catalog? Frequency # of students

25. Information Literacy Continuum

26. Progress and Future Directions • Continue with ALT and assessments in courses • Expand collaboration to include other classes and assignments • Pursue funding to support faculty in delivering and such a labor intensive course curriculum • Create rubrics and assessments that might be as effective, but less time intensive for graders

27. Please help expand this effort • Fill out our survey • Collaborate on development and implementation of goals and outcomes assessments • Offer suggestions and comments on ways to further improve students at FGCU’s information literacy

28. References "Information Literacy Competency Standards for Higher Education." American Library Association. 2005.http://www.ala.org/acrl/ilcomstan.html (Accessed 22 Mar, 2006) Demers, N.E. and Malenfant, C. (2004) Collaboration for Point-of-Need Library Instruction Reference Services Review 32:3:264-273 McKnight, R and Demers, N.E. (2003) Evaluating Course Website Utilization By Students Using Web Tracking Software: A Constructivist Approach. International Journal of E-Learning 2:3:13-17