Finding the Right Information Literacy Fit :

1. Finding the Right Information Literacy Fit : It's All in the Design ACRL-NEC, NELIG October 22, 2010 Mary C. MacDonaldRobert L. Carothers Library and Learning CommonsUniversity of Rhode Island

2. Abstract • Designing and implementing an effective information literacy program for your institution can seem like an impossible puzzle. • Learn which models might help your institution fulfill the dream of offering an incremental, comprehensive information literacy program • We will also consider what foundational supports are necessary for your success. .

3. Program Design splatterpaint.go6.moon.philipsproducts.co.cc/...

4. Program Design

5. Your IL Program here…

6. Innovative or ClAssic?

7. Model: Distributed/SHARED/Available • Based on 2008 visit to UH

8. University of Hawaii: LILO tutorial LILO Tutorial with Built-inSupports http://www.hawaii.edu/lilo/summer09/lilostats_2008_2009.php

9. Model: Distributed/Shared/Required • State University of New York at Albany • http://www.albany.edu/undergraduate_bulletin/general_education.html • http://library.albany.edu/usered/usered.html • Based on 2008 visit to SUNY Albany

10. SUNY Albany • All students must take one credit-bearing IL course in their General Education Program of Studies. • There were 60 courses identified and approved as IL courses in Fall 2008 • Library teaches two 1-credit Gen Ed courses and offers traditional orientation and one-shot ILI

11. Model: Library owns/Required • James Madison University Based on 2008 visit to James Madison

12. Model: library owns / required • University of Maryland, University College • Based on 2008 visit to University of Maryland, University College

13. Model: Distributed/Shared/expected University of Connecticut • http://www.lib.uconn.edu/instruction/infolitmain.htm • http://geoc.uconn.edu/geocguidelines.htm • Based on 2008 visit to UCONN

14. Measuring success Numbers: Students Classes Departments reached Percentages: Goals accomplished Information Literacy competencies achieved

15. Common Attributes of Info Lit Program success • Distributed – ILI evident across programs • Shared Responsibility – Library doesn’t need to own it • Required/Expected/Recommended • Incremental –by class or by competency • Comprehensive – as broad as possible

16. Getting from Here to There • Take stock of your current situation • Map it • Study the options and opportunities • Identify the local drivers • Plan for the future

17. Common and Constant challenges • Financial Support • Technology and Space • Staffing • Time

18. Common challenges • Intensive Freshman IL Efforts • Upper level ILI Efforts Fade or Lacking • Too busy…Good intentions… Lost or Left Behind

19. Planning: regional & national drivers Accrediting Agency: NEASC 4.6, 7.8 Association of College & Research Libraries • Information Literacy Competency Standards for Higher Education • Analysis of Instructional Environments

20. Planning: Local drivers Institution/Library • Mission and Vision Statements • General Education / Core Curriculum • Colleges, Academic Department Strengths • Learning Outcomes • Information Literacy Plans and Programs • Assessment Office

21. Careful review of ACRL Guides • “Characteristics of Best Programs of Information Literacy” Ten categories that will support your program’s growth and long term sustainability • Analysis of Instructional Environments Valuable Tools: • Environmental Scan • Curriculum Map

22. IL best practiceshttp://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm

23. Tools: Quick Environmental scan • What are your best opportunities for growth and change? *ACRL- IS- Analysis of Instructional Environments http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/aie/index.cfm#Campus

24. Tool: Quick Curriculum Mapping • Review Institution Course Catalog • Academic Programs • Courses with research projects • Capstone courses • Work with stakeholders • Build on Current Information Literacy Programs • Scale the program from Freshmen to Senior (and beyond!)

25. goal: comprehensive Broad, Complete, All-inclusive, Having breadth!

26. How to Develop “Comprehensive” Identify and Determine • Academic Program Learning Outcomes Build Information Literacy • Across general education • Across college majors • Freshmen to Senior • Comprehensive builds sharedresponsibility • http://www.decorating-vacation-property-for-profit.com/color_wheel.html

27. How to develop: Incremental

28. Building materials Librarians and Faculty + Academic Majors and Programs + Student Learning Outcomes + Assessment & Accreditation = Current and Future IL Programs

29. Scaling the heights! Identify the most important IL skills and competencies Design and implement a broad-based IL instruction program Weave these in by year and by academic program goals or needs

30. Distributed, Shared, Required, Incremental, comprehensive programs must also be: • Scalable – can be easily reproduced on different levels • Sustainable - – will survive test of time, changes in staff & resources • Manageable – adequate resources available to match the program • Meaningful - students will learn and apply IL skills and concepts in context

31. The bottom line

32. Success begins Bottom Up!

33. bibliography For more information on the information literacy models discussed today, please see the following: James Madison University, Carrier Library http://www.lib.jmu.edu/instruction/default.aspx SUNY at Albany, University Libraries and Information Literacyhttp://library.albany.edu/usered/usered.html SUNY Albany General Education Plan information http://www.albany.edu/undergraduate_bulletin/general_education.html

34. bibliography University of Hawaii System, http://www.hawaii.edu/lilo/index/SU10_index_day.php University of Hawaii at Manoa, http://library.manoa.hawaii.edu/services/instruction/instruction.html University of Connecticut University Libraries, http://www.lib.uconn.edu/instruction/infolitmain.htm University of Maryland, University College, http://www.umuc.edu/library/infolit/infolit_faq.shtml

35. bibliography University of Maryland, College Park, http://www.lib.umd.edu/UES/instruction.html University of Rhode Island, University Libraries, http://www.uri.edu/library/instruction_services/instruction.html University of Rhode Island, General Education Program, http://www.uri.edu/facsen/GENED_Program_May04.html

36. readings  Cameron, L., Wise, S., & Lottridge, S. (2007). The Development and Validation of the Information Literacy Test. College & Research Libraries, 68(3), 229-236. Retrieved from Library, Information Science & Technology Abstracts with Full Text database. Jacobson, T., & Germain, C. (2004). A Campus-Wide Role for an Information Literacy Committee. Resource Sharing & Information Networks, 17(1/2), 111-121. doi:10.1300/J121v17n01̱09. Mulherrin, E., Kelley, K., Fishman, D., & Orr, G. (2004). Information Literacy and the Distant Student: One University’s Experience Developing, Delivering, and Maintaining an Online, Required Information Literacy Course. Internet Reference Services Quarterly, 9(1/2), 21-36. doi:10.1300/J136v09n0103