Information literacy in action: Florida academic libraries Share their stories and Best practices
Nancy Cunningham (University of South Florida)
Stephanie Brenenson (Florida International University)
Bill Modrow (Florida State University)
Renee Montgomery (University of Central Florida)
Catherine Lavallee-Welch (USF – Lakeland)
PSPC IL Subcommittee
Began in May 2006 Charge:
Sharing knowledge about resources, research and strategies regarding information literacy/library instruction policies, practices, programs, and services. The Subcommittee will
Provides an outlet for collaboration among members to explore best practices and share experiences, innovations, and methods and tools for teaching and assessment
Survey of 13 member libraries Staff teaching in your program besides librarians
Yes - 41.7% No - 58.3% Graduate assistants, 40% Library staff assistants,
60% All staff in library instruction did other things
Used the ACRL standards to design a course or set of courses and mapped these to course objectives? Yes – 5 libraries, No – 2 libraries Working on this – 6 libraries
For-credit class? Yes – 4 libraries, No – 8 libraries
Any librarian "embedded" in a course or in the curriculum? Yes – 5 libraries, No – 5 libraries Working on this – 2 libraries
Survey (cont’d) New organizational structures
USF - Reference & Instruction UCF – Information Literacy and Outreach FSU – Undergraduate Information Services
Use & assessment of tutorials All use some form
• Viewlet builder, Camtasia, Captivate Instruction for distance learners
UCF – developing modules USF Lakeland – Elluminate UWF- online library orientation UF – online tutorials
Assistance in creation of instructional materials? Yes – 4 libraries, No – 7 libraries
Assessment
7 libraries have a method in place or working on a method
Tool – online & paper surveys, focus groups, and test to measure student outcomes and feedback
SAILS – 3 libraries
Faculty Awareness
Library instruction services Aware/somewhat aware – 11 No very aware – 2 libraries
Information literacy concepts Not very aware – 8 libraries Aware/somewhat aware – 5 libraries
Level of satisfaction with library instruction services Very satisfied/satisfied – 7 libraries Somewhat satisfied – 4 libraries
Challenges perceived
Staff size, scaling the demand with small and changing staff
Lack of technology support & resources
Lack of teaching facilities Faculty lack of awareness of our
services Librarian “buy-in”, burn-out
Our assets
Dedicated librarians passionate and knowledgeable about instruction and information literacy
Good facilities – wireless, etc. Supportive faculty Supportive library administrators Relationships with outside units willing
to collaborate
Issues to explore
New technologies to deliver services Podcasts, blogs, online modules, course
management software, chat, etc. Sharing instructional materials, marketing
plans, etc. Creation of IL modules Program development (graduate vs.
undergraduate) Assessment
Topics covered by members
Instructional Technology Design.Market information literacy programsAssessmentEmbedded librariansInformation Literacy for
undergraduates.
ACRL’sCharacteristics of Programs of Information
Literacy that Illustrate Best Practices 1. Do you have a Mission Statement?
2. Do you have Stated goals & objectives?
3. How is your Planning process?
4. Do you have Administrative and Institutional Support?
5. Does your program provide Articulation with the Curriculum?
6. Is there Collaboration?
7. Is there sound Pedagogy practice to the plan?
8. What will the Staffing be?
9. What will be the Outreach?
10. How will Assessment and Evaluation of student outcomes be carried out?
Programs in transition
Traditional bibliographic instruction format – “one-shot”
Rely on limited staff & facilities to scale growing demandsStaff numbers can’t keep up
Demand – driven, responding to demand as best we canBurn-out
Transitioning programs
Librarian-centric method Heavy reliance on “one-shot” Teaching methods limited to
lecture, demonstration Little student involvement Limited collaboration with
faculty member Focus on teaching limited
amount of tools or resources Little to no assessment
Content focuses on overarching concepts and critical thinking processes
Collaboration with faculty extended
Use technology and new vehicles for deliver
Librarian as guide and coach
Incorporate more learning styles