1. Information Literacy Tutorial for the First Time in College Student St. Philip’s College LRC San Antonio, Texas Dr. Adele S. Dendy, Dean of Learning Resources Jill Zimmerman, Assistant Professor/ Automation Librarian

2. Quick Facts Quick Facts from the Dept. of Planning, Research and Effectiveness Quick Facts Student enrollment 10,187 (Fall, 2005) Student enrollment 10,187 (Fall, 2005) Ethnicity Ethnicity Black…………1,640 (16%) Black…………1,640 (16%) White…………3,264 (32%) White…………3,264 (32%) Hispanic……..4,967 (49%) Hispanic……..4,967 (49%) Other …………….316 (3%) Other …………….316 (3%)

3. SPECIAL POPULATIONS Academically Disadvantaged 3,767 (37%) Financially Disadvantaged 6,700 (66%) Physically Disabled 366 (4%) Students Registered as First Time in College 1,922 (20%)

4. College Strategic Plan 2003-2008 Goal 3 Goal 3 Create Culture Of Student Success Through Excellence In Teaching and Learning Student-Centered Learning. The classroom of the future will foster learning, not merely information acquisition. Learners will decide what is important and worth pursuing.

5. Literature Search First Time in College (FTIC) Students First Time in College (FTIC) Students No articles found on information seeking behavior of FTIC students – how do these students find and use information? No articles found on information seeking behavior of FTIC students – how do these students find and use information? Information Literacy Information Literacy Focus on higher education issues or look at larger issues? Focus on higher education issues or look at larger issues? Online Tutorials Online Tutorials Use Texas Information Literacy Tutorial (TILT) or create our own tutorial? Use Texas Information Literacy Tutorial (TILT) or create our own tutorial?TILT

6. Tutorial Goals & Objectives Base Goals on the documents: ACRL Information Literacy Competency Standards for Higher Education. (2000) ACRL Information Literacy Competency Standards for Higher Education. (2000) ACRL Objectives for Information Literacy Instruction: A model statement for academic librarians. (2001) ACRL Objectives for Information Literacy Instruction: A model statement for academic librarians. (2001)

7. An information literate individual is able to : Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally as defined by ACRL: Information Literacy Standards for Higher Education

8. Challenges Access to students – time on campus is highly structured Access to students – time on campus is highly structured Connect library skills and information literacy to critical thinking skills in the minds of stakeholders (students, classroom faculty, college administrators, local business community) Connect library skills and information literacy to critical thinking skills in the minds of stakeholders (students, classroom faculty, college administrators, local business community) Integrate library skills and information literacy to classroom instruction Integrate library skills and information literacy to classroom instruction

9. Opportunities Introduce the use of the tutorial into classroom instruction through relevancy to initiatives, such as Introduce the use of the tutorial into classroom instruction through relevancy to initiatives, such as Quality Enhancement Plan : Critical Thinking Quality Enhancement Plan : Critical Thinking Quality Enhancement Plan Quality Enhancement Plan Achieving the Dream Achieving the Dream Achieving the Dream Achieving the Dream Closing the Gaps – Texas Higher Education Coordinating Board Closing the Gaps – Texas Higher Education Coordinating Board Closing the Gaps Closing the Gaps

10. Change Model revisited Stakeholders identified as: students, faculty, administrators, classroom faculty, business community Stakeholders identified as: students, faculty, administrators, classroom faculty, business community Involve all but business community in planning process through formal and informal discussions Involve all but business community in planning process through formal and informal discussions Change model involves changing information literacy as a “library thing” to literacy skills into classroom instruction Change model involves changing information literacy as a “library thing” to literacy skills into classroom instruction

11. College Partners Instructional Innovation Center Instructional Innovation Center Department of Planning, Research and Effectiveness Department of Planning, Research and Effectiveness First Time in College Program First Time in College Program Classroom Faculty Classroom Faculty

12. Planning Goal will be to have participant know how to find, locate, use, and communicate information Goal will be to have participant know how to find, locate, use, and communicate information Focus on larger issues to have participant progress to information literacy for success in college and beyond Focus on larger issues to have participant progress to information literacy for success in college and beyond Create our own tutorial, involving our community of users Create our own tutorial, involving our community of users

13. Questionnaire Development Sent questionnaire to Dept. of Planning, Research, and Effectiveness to ensure the questions would lead to the needed results Sent questionnaire to Dept. of Planning, Research, and Effectiveness to ensure the questions would lead to the needed results Revised questionnaire based on feedback Revised questionnaire based on feedback Tested questionnaire on LRC staff/librarians Tested questionnaire on LRC staff/librarians Got average time of completion of questionnaire Got average time of completion of questionnaire

14. 24 FTIC Students Students are confident of their ability to find information Students are confident of their ability to find information Students are confident in their ability to use a computer Students are confident in their ability to use a computer Students access the Internet are a daily basis Students access the Internet are a daily basis Main obstacle to finding information is determining key words, broadening or narrowing a topic Main obstacle to finding information is determining key words, broadening or narrowing a topic

15. Online Tutorials CORE (Purdue University) CORE (Purdue University) CORE TILT (UT-Austin. Texas Information Literacy Tutorial) TILT (UT-Austin. Texas Information Literacy Tutorial) TILT OASIS (San Francisco State University) OASIS (San Francisco State University) OASIS PILOT Queensland University of Technology PILOT Queensland University of Technology PILOT

16. Tutorial should: Be modular so that segments can be used independently during classroom instruction sessions Be modular so that segments can be used independently during classroom instruction sessions Each module should take no more than 20-30 minutes per module to complete Each module should take no more than 20-30 minutes per module to complete Involve activity on the part of the student along with pre-exercises and post-exercises. Involve activity on the part of the student along with pre-exercises and post-exercises. Be accompanied by a script so that classroom instructors and/or librarians can integrate into curriculum Be accompanied by a script so that classroom instructors and/or librarians can integrate into curriculum

17. Design Considerations Interface should be intuitive and not assume a certain level of computer skills on the part of the user. Accessibility should be built-in to the design No frames Few plug-ins Motivation of the user should be taken into account

18. Modules Module I. What is information? Module I. What is information? Module 2. Getting there Module 2. Getting there Module 3. Facts vs. folly Module 3. Facts vs. folly Module 4. Putting information to use Module 4. Putting information to use Module 5. Information economics & ethics Module 5. Information economics & ethics

19. To Do List Work with other LRC faculty/staff to add content for the tutorial Work with other LRC faculty/staff to add content for the tutorial Work with staff in the Instructional Innovation Center to add technologies that will make the tutorial interactive while maintaining universal accessibility, such as Javascript and Camtasia Studio Work with staff in the Instructional Innovation Center to add technologies that will make the tutorial interactive while maintaining universal accessibility, such as Javascript and Camtasia Studio Work with classroom faculty to get use of the tutorial in the classrooms Work with classroom faculty to get use of the tutorial in the classrooms