4 Resources People: librarians, support staff What is available to your IL program?People: librarians, support staffTime: consider other duties and priorities for department and peopleInformation & materials: worksheets, online resources, class space, technologyMoney: support continuing education, conference attendance and similar activities.
5 Collaboration Within a library: Outside the library: Who can or will work with an IL program?Within a library:Library Administration (dean, director)Department headsLibrarians and Library StaffOutside the library:University Administration (dean, provost)Academic Departments (Subject areas as well as Center for Teaching & Learning)Faculty
6 Needs & Expectations Accreditation (SACs) University Strategic Plan What does the institution need (or expect) from an IL program?Accreditation (SACs)University Strategic PlanCurriculum requirementsTechnical considerations (Blackboard and other course management programs)Special populations: distance ed., ESOL, older students…
7 Needs & ExpectationsWhat does the library need for its IL program?Library Strategic Plan or Mission: an IL program should support these.Exploratory studies to establish needs (FAU is doing this for its students and faculty).
8 TrainingWhy is it important to train librarians about information literacy and instruction?Instructors need to be knowledgeable about the goals, objectives and criterion for instruction.Provides a foundation for development of teaching strategies and approaches to teachingInstructors need to be informed of information literacy standards and educational theory and practical information; so that everyone is on the same page.
9 Training Training leads to effective instruction Establish, schedule and support formal training for instructorsTraining leads to effective instructionInformation literacy workshops in house and other face to face trainings- available at the county, regional, state and national levelsOnline sessions- Webinars and TeleconferencesContinuing education in the areas of education, instruction and library and information science
10 Training Blogs, Wikis, Listservs and Discussion Groups Encourage participation in informal training experiencesBlogs, Wikis, Listservs and Discussion GroupsObservations- Instructors have the opportunity to observe their colleagues and to be observed by their supervisors for feedbackTeam teaching- Provide opportunities for new instructors to teach with seasoned instructorsMentoring- New instructors can be assigned mentors who are seasoned instructors
11 Assessment Provides credibility and validity for your program Why is assessment important?Provides credibility and validity for your programEnsures that program is designed to meet needs of those you are servicing (while meeting ALA stds)Reveals areas needing development and attention and those areas operating at a satisfactory levelOngoing assessment for instructional sessions and information literacy programHelps instructors gain feedback on their teaching and to improve
12 Assessment Faculty and adjunct faculty Graduate teaching assistants Who plays a role in assessing your information literacy programs?Faculty and adjunct facultyGraduate teaching assistantsStudents- receiving ILIS instructionInformation literacy instructors
13 AssessmentAssess your faculty to obtain information about their and their students’ information literacy needsSurvey Faculty about their needs and their students needs (how they want students to receive information)Focus Groups to discuss faculty’s perceptions of your program design and needs for changeDevelop program to meet faculty’s needs and survey faculty again to gauge that program meets their requirements.
14 Assessment Possible ways of assessment include: Assess your students to find out what they know and if your program is effectivePossible ways of assessment include:Online or face to face surveys and focus groupsStudent research or bibliographic assignment to determine that they have gained knowledge and learned from their instructional sessionEvaluation form immediately after instructional sessionFocus groups to gauge student needs
15 Assessment Observe instructional sessions and provide feedback How to assess library instructors?Observe instructional sessions and provide feedbackSurvey faculty immediately after IL sessionAssess students immediately after IL session (even if only via the one minute paper)Design instructional wiki’s providing standards for information literacy instructional sessions
16 Assessment Build in assessments for individual, specific classes How to assess Information literacy program?Build in assessments for individual, specific classesUtilize survey data and focus group findingsDetermine if IL goals are being met by revisiting IL and strategic plan
17 Class Level Planning and Instruction Program-Level PlanningIndividual Class PlanningPlanning procedures for library sessions
18 Class Level Planning and Instruction Program-Level PlanningUse strategic plan and library mission statement as guiding forcesInstructional librarians decide on objectives, outcomes and goals for the programDetermine level of faculty involvement; then, work with faculty to determine objectives for courses (individually or by program/dept.)Develop measurable and observable objectives and goals
19 Class Level Planning and Instruction Individual Class PlanningEstablish standard elements to be taught in information literacy classesPrepare lesson plans for individual classes based upon faculty input and requests by facultyPrepare objectives and goals for individual classesDevelop supplemental webpages and materialsMentor new information literacy instructors through teaching experience, observation and discussion
20 Class Level Planning and Instruction Planning procedures for library sessionsCalendars & schedulingCommunication (between faculty & librarian)Facilities (security, scheduling, technology)Other “Freebies”: handouts, web pages, etc…
21 Recommended ReadingsCurzon, Susan Carol & Lampert, Lynn D. (Eds.) (2007). Proven strategies for building an information literacy program. New York: Neal-Schuman.Anything on assessment by Deb Gilchrist (Pierce College, Lakewood, WA).Grassian, Esther S. & Kaplowitz, Joan R. (2001). Information literacy instruction: theory and practice. New York: Neal-Schuman._____. (2005). Learning to lead and manage information literacy instruction. New York: Neal-Schuman.Maki, Peggy L. (2002). Developing an assessment plan to learn about student learning. The Journal of Academic Librarianship, 28(1): 8-13.Ratcliff, Carolyn J. (et. al). (2007). A practical guide to information literacy assessment for academic librarians. Westport, CT: Libraries Unlimited.
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