Progression Standards for Information Literacy: Putting the Standards Into Practice

1. Progression Standardsfor Information Literacy:Putting the Standards Into Practice Faculty Development Colloquium Atlantic Cape Community College Friday, September 24, 2010 Gary Schmidt, MLIS Librarian / Instructor Ocean County College 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 • 15 minute intermission • Breakout session

3. Why is Information Literacy important? • Because the President says so? “National Information Literacy Awareness Month [October 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 Technological Competency OR Information Literacy NJCC Learning Objectives d. Students will recognize when information 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 articles? • Can they thoroughly evaluate information? • Can they think critically about information?

9. What does “Lampitt” mean to you? • Text-speak for switching on the lights? • The family from “The Beverly Hillbillies”? • 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 theseamless transfer of academic credits from a completed associateof 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-WideTransfer 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-WideTransfer Agreement New Jersey Community College General Education Learning Goals & Objectives NJCC Learning Goal Category #4 Technological Competency OR Information Literacy NJCC Learning Objectives d. Students will recognize when information 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 Association of College & Research Libraries (ACRL ) User Education Committee The Central Jersey Academic Reference Librarians Group (CJARL)

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, EleonoraDubicki 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-OswegoInformation Literacy Learning Outcomes for Undergraduates • Ideas and Best Practices fromOther 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 Libraries (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. Activity Time(AFTER THE BREAK) • Review a sample assignment. • Determine which Progression Standard this assignment speaks to and why? • How would you measure student learning from this assignment?