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INFORMATION COMPETENCY PROJECT
Presentation by Teresa Ojezua, Head Librarian
Katie Davis, Reference / Instruction LibrarianPhilander Smith College Little Rock, AR
Outline of Presentation Summary of Project
Introduction Project Goal Structure Process
Outcomes Key Breakthroughs
Project Review Challenges
Stakeholders Key Change Issues
Insights from Leadership Institute Goals Not Met
Relationship to College Strategic Plan
Summary & Conclusions Questions
Immunity to Change Immunity Map
SummaryOur project focused on establishing information
literacy competencies to enhance students’ development, curriculum redesign and campus collaboration.
With funds from the office of Title III, we expanded the Library Committee and held a series of discussion meetings to develop a set of IL competencies that all students should have before they graduate from the college.
The result was a motion by the Faculty Senate adopting the proposed IL competencies.
Introduction… Information explosion—radical change in the
way information is stored, organized, and retrieved
To equip students for lifelong learning in an evolving information universe
To help students use relevant information for informed decision making
To discourage reliance on internet for “copy & paste” research activities
We are seeing students…
Failing to evaluate sources or their relevance to assigned projects
Clicking and not reading Engaging in rampant plagiarism Regurgitating ideas of others—no original
thought Hitting the print button and thinking they’ve
accomplished their research
Definition of Information Literacy
Information Literacy is the set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (Information Literacy Competency Standards for Higher Education, ALA 2000)
Project Goals To provide faculty and staff with a better
understanding of information literacy To develop outcomes based guidelines
for information literacy for all PSC students
To disseminate the PSC guidelines on the Worldwide Web (via the library webpage and in other sources)
Structure Expanded the Library Committee to include an
extra faculty member from each Division, administrators, computing staff, and two student representatives
Wrote a Grant for funds from the Director of Title III
Held 4 discussion meetings—Dec. 2009, Jan. 2010, Feb. 2010, Mar. 2010
Invited Consultant & HBCU Mentor to address the group
Consultant at IL Discussion Forum
Another IL forum in session
Process Create a vision for the project Tie aim to personal concerns / observations Build and empower a team (Stakeholders) Demonstrate commitment Use standardized tools to demonstrate
benchmarks (ALA, ACRL) Utilize Faculty Senate to institutionalize
proposed IL standards and competencies Develop strategies for future implementation
Outcomes Promoted a discussion on student information
literacy in academia Worked toward changing the library’s role on
campus and in the larger community. Built partnerships within the library and campus
wide Proposed five I.L. competency standards Proposed framework for implementation and
assessment that was accepted by Faculty Senate
Key Breakthroughs… Acceptance of information literacy
competency standards in faculty members’ class objectives
For librarians and library staff, this project has led to increased communication and improved services.
Making connections and sustainable relationships on campus
Developed a formal professional relationship with our HBCU Mentor
Key Breakthroughs… Affirm librarians as key players in the
institution and important role of the library in enhancing teaching and learning
Changing IL competency as a “library thing” to literacy skills into classroom instruction
Funding can be obtained for professional development of faculty
IL connects all the stakeholders (students, faculty, librarians, computer staff, student services, campus administrators)
Project Review—Challenges Faculty resistance—fear of losing control
over subject matter and lack of time to incorporate IL objectives into classroom.
Convincing faculty of shared responsibility and collaboration in executing the proposed I.L. competencies.
Establishing buy-in among the library staff
Meeting the challenges
Established trust and communicated our vision with persistence.
Positive reinforcement for participation Inclusion of all library staff in library
planning meetings Monthly professional development
exercises for library staff
Stakeholders
Administrators Faculty Computing Staff
Librarians Student Reps HBCU Mentor
Key Change Issues To Raise the bar on student research
competence and confidence To Establish lasting collaborative relationships To Empower Library staff
Helpful Insights from Leadership Institute…
Create a vision that is relevant to the institution’s strategic plan
Stakeholder analysis Develop strategies (communication,
funds, change management, staff etc.) Develop a project plan Execute (take action)
What goals were not met?
One goal is still in progress: to disseminate the IL guidelines on the WWW via the library website
Anticipated completion: Summer 2010
Relationship of Project to College Strategic Plan
I.L. is essential to achieve the College’s strategic goal #2: “to strengthen it’s academic profile, programs, and performance.” Provides skills for life-long learning Prepares students for post-college work
environment. Helps to create student motivation and
engagement
Summary and Conclusions Library vision is translated into executable
actions. Librarians play a vital and evolving role in
collaborating with campus stakeholders to implement the changes necessary for an effective I.L. program.
From workshop presentations, to one-on-one consultations, faculty see the library as more than a collections-related resource, and more of a service and training-centered resource.
Immunity to Change
Time to think outside the box!
Immunity MapVisible Commitment
Doing/ Not Doing Instead
Hidden Competing Commitments
Big Assumptions
Improve Customer Service Quality through:InnovationPrompt Delivery of ServiceExcellence
Customer service doesn’t go far beyond traditional in-person transactions.
Library staff sometimes don’t refer questions when they reach an impasse.
Delayed response to patron needs
Library staff feel that patrons are not self-reliant enough, and the staff do not want to “do students’ work for them.”
Reluctance in going above and beyond original job description.
That improved customer service will not increase patrons’ understanding of information retrieval and library resources.
Changes are unnecessary, and the status quo serves the library effectively.
Insights from Immunity Concept: This concept shows the multi-
dimensional nature of change. Change is prevented by barriers coming
from both individual and group commitments.
Team work as well as individual reflection is necessary to overcome resistance to change.
Questions…?