1. Heidi Julien The University of Alabama March 1, 2013 The Future of Information Literacy: The Heart of the University's Teaching and Learning Mission 1

2. Higher Education Context Changing funding models Increased focus on productivity & efficiency Performance-based initiatives Increasing costs borne by students/families Concern for graduation rates 2

3. Teaching and Learning Trends in Higher Education Competition with private sector International competition Open access Accountability –Funders –Local/regional communities Social learning Part-time learners Lifelong learners 3

4. Information/Digital Literacy A global imperative More critical than ever –IL is central to the real digital divide –IL is critical in economic & community development –IL is vital for active & effective citizenship –IL allows access to government information & consumer health information Instruction in IL – central role for information professionals …how is this related to teaching and learning in the university? 4

5. McMaster Context University Mission –At McMaster our purpose is the discovery, communication, and preservation of knowledge. In our teaching, research, and scholarship, we are committed to creativity, innovation, and excellence. We value integrity, quality, and teamwork in everything we do. We inspire critical thinking, personal growth, and a passion for learning. We serve the social, cultural, and economic needs of our community and our society. 5

6. Library Mission –The University Library advances teaching, learning and research at McMaster by: teaching students to be successful, ethical information seekers facilitating access to information resources providing welcoming spaces for intellectual discovery promoting the innovative adoption of emerging learning technologies 6

7. Teaching and Learning – Opportunities for Connection Library is central to university mission Library thrives to the extent that it is integral to success of its stakeholders –Funders, administrators, faculty, students Stake claim--demonstrate impact and outcomes of investment –Enrollment, retention, graduation –Student learning outcomes –Enriched learning environments Research supports (e.g., Sherman Centre for Digital Scholarship) 7

8. Outcomes of IL instruction Better informed citizenry In academia, better grades & program completion rates More sophisticated learning (understanding & interpretation, not just reproduction) Increased confidence about accessing and using information Increased confidence in ability and willingness of library staff to help Retrieval of superior information for workplace & personal decision-making 8

9. How is the library addressing trends in higher education? Enhancing the university’s –Productivity –Efficiency e.g., providing data to scholars on campus for use in evaluation activities, reports, grant applications Supporting –Social learning space and consultations for group discussions, projects –Part-time, life-long learners flexible hours, good mobile services, good services for distance learners 9

10. How does information literacy fit? Information literacy is being fluent with information Using information fluency is key to learning The academic library is best placed to develop information literacy The library is at the heart of the mission of the university 10

11. Does IL instruction deliver the goods? Do instructors…? –Understand instructional design –Do ongoing needs assessment Understand information behaviour and information practices –READ the research literature –Determine what the library enables students, faculty, administrators to do (how does the library help?) –Articulate measurable objectives 11

12. Do instructors…? Use pedagogically-sound techniques –Active learning –Online and f-2-f delivery –Match methods to content and learners –Take motivation, affect (emotional aspects of learning) into account –Understand learning theories –Focus on transferable skills Evaluate success and impact –Define success and value in terms of institutional relevance –Student learning outcomes 12

13. Active learning: Appeals to a variety of learning styles Emphasizes development of skills over transmission of information Emphasizes ‘higher order’ thinking skills Provides opportunity to explore students’ attitudes, values Provides time to process information Supports transfer to long-term memory 13

14. Active learning Decreases anxiety, increases self-efficacy using online library resources Improves perceptions of online library resources, improves perceptions of librarians in terms of helpfulness and value Improves use of librarians Helps students save time and effort to find information Detlor, Brian, Lorne Booker, Alexander Serenko, and Heidi Julien. “Student Perceptions of Information Literacy Instruction: The Importance of Active Learning.” Education for Information 29(2) (2012), 147-161. Reprinted in Informed Librarian. 14

15. Is it well understood that… Students are “surf savvy” not “search savvy” Library use is considered complicated Students are intimidated by library— both physically and its online presence Employers are not satisfied with information management skills of new graduates 15

16. are unable to identify concepts in a thesis statement are poor evaluators of information don’t know how to navigate long lists of search results have unsophisticated mental maps of the internet, so believe Google “is” the internet make little use of advanced search features may not understand (or respect) ethical boundaries on using others’ ideas and writing (i.e., “cut and paste”) The research shows that students 16

17. Options to consider Assign librarians to incoming students as “research advisors” Provide services proactively Provide services that impact student retention and graduation rates –Academic support –First-year support –Support learning communities –Support collaborative projects, assignments –Service-based learning Contribute to student job success –Career preparation services and resources 17

18. Is the library meeting students where they are? Physically – in study spaces, residences, classrooms Just in time, by appointment –Graduate students need in-depth research help by appointment Online, embedded in resources, online courses –LibGuides, mini tutorials, links to help, mobile services and apps –http://cll.mcmaster.ca/articulate/blended _learning/Social%20Sciences%20Inquiry %20NEW/player.htmlhttp://cll.mcmaster.ca/articulate/blended _learning/Social%20Sciences%20Inquiry %20NEW/player.html 18

19. Meeting the students… At the search engine – move away from “library” focus Shift from “how to use library resources” to “getting what you need” (system to user focus) Focus on long term, transferable value …do it right, do it well! 19

20. Get to the of the matter Make the case –information literacy matters –information literacy makes a difference – for the student –information literacy efforts make a difference – for the institution –information literacy efforts address broader issues in higher education Productivity Efficiency Student retention, graduation rates Supporting learners as they come 20

21. Face the challenges Work collaboratively with faculty –go where faculty are, too – physically and virtually (e.g., departmental websites) –understand that faculty are not confident that librarians have discipline knowledge –support faculty preparing tenure/ promotion dossiers and grant applications –data curation, management, preservation have IL component Work within accreditation standards –support program accreditation processes –work to incorporate IL outcomes into standards Be flexible - challenge library structures Know your stuff – teaching and learning 21

22. Looking forward The best way to predict the future is to create it. (Peter Drucker) 22