1. Embedding Information Literacy into the curriculum: Faculty/Librarian Partnership for Enhancing Student Learning
CTDLC E3 Conference: Engagement, Empowerment & E-learning
Fairfield University
May 28, 2014
Clara Ogbaa, Ed. D., Director of Library Services
Todd Hampton, Information Literacy Librarian
Gateway Community College, New Haven CT.

2. Introduction The Background Framework for Information Literacy (IL)
College
Library
Student Research Needs
Framework for Information Literacy (IL)
ACRL IL Standard 2000
TAP CL/IL Competency
ACRL New IL Framework
Embedding Information Literacy
Faculty/Librarian Collaboration
Tools for Collaboration
Cloud-based IL Platforms
Questions & Answers
The Background
College Issues
TAP
NEASC
Library Background
Students Enrollment
Collection Size
IL Statistics

3. Gateway Community College
Students Population
Enrollment - 11,817 Students
Collection Size
50,000 print books
130,000 e-books
80 databases
No. of Instruction Librarians
6 Full-time Librarians
55 Part-time Librarians (EA Hours)
IL Statistics – : 205 classes ; 4,205 students (

4. Student Research Needs
Widespread problems include:
Choosing good topics
Where to find information
Evaluating sources
Connecting information with evidence
Plagiarism (unintended)
Revising

5. What is Information Literacy?
Access
Apply
Evaluate
Information Literacy is defined as a set of abilities requiring individuals to” recognize when information is needed and havethe ability to locate, evaluate and use effectively the needed information.” –ALA
Information literacy is a skill, a lifelong skill. It is beneficial to the development of independent critical thinkers.
Information literacy is the ability to access information needed, evaluate it properly and then apply it.

6. Embedding Information Literacy Competencies
ACRL Il Standard
TAP CL/IL Competency Learning Outcomes
ACRL New Framework for IL (2014 Draft)
The information literate student
Std. 1 - Determines the nature and extent of the information needed.
Std. 2- Accesses needed information effectively and efficiently.
Std. 3- Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Std. 4- Uses information effectively to accomplish a specific purpose.
Std. 5-Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
1. Demonstrate competency in using current, relevant technologies to solve problems, complete projects, and make informed decisions.
2. Access, navigate, identify and evaluate information that is appropriate for their need(s) and audience(s).
3. Synthesize information to broaden knowledge and experiences and produce both independent and collaborative work.
4. Evaluate the economic, legal, ethical, and social issues surrounding the access and use of information and relevant technologies.
New Definition:
“Information literacy combines a repertoire of abilities, practices, and dispositions
focused on expanding one’s understanding of the information ecosystem, with the
proficiencies of finding, using and analyzing information, scholarship, and data to
answer questions, develop new ones, and create new knowledge, through ethical
participation in communities of learning and scholarship.
The Framework is based on concepts about the information ecosystem which consists of
1. core understandings about the evolving information system (threshold concepts)
2. a set of practices that demonstrate increased credibility within that ecosystem, as both
consumer of information and creator of knowledge (knowledge practices, metaliteracy)
3. a way of thinking that develops more expert moves” within that dynamic information ecosystem (dispositions, self-assessments)
4. metacognitive strategies and critical reflection (metaliteracy, self-assessments)”

7. Collaboration col·lab·o·rate
intransitive verb \kə-ˈla-bə-ˌrāt\ : to work with another person or group in order to achieve or do something.
If everyone is moving forward together, then success takes care of itself. —Henry Ford

8. Faculty-Librarian Collaboration -Incorporating Information literacy concepts into a course provides an opportunity for collaboration between faculty and librarians.
Information Literacy is not just a library issue.
Research is a valuable experience for students.
The research process is complex.
Research can be developed.
Source:

9. Why collaborate? Incorporating Information Literacy into a course provides an opportunity for collaboration between faculty and librarians
Faculty and Librarians have mutual goals and concerns.
Both want students to
develop a greater understanding of information resources.
enhance student literacy, especially information literacy.
help students become better writers, critical thinkers and problem solvers.
build a social and learning community on campus.

10. Barriers to Librarian and faculty collaboration
Different perspectives on priorities. (budget deficiencies)
Inefficient communication between departments
Distrust and turf war
Faculty vs Staff mentality

11. Ways we can collaborate?
Course integrated instruction. Embedded librarian.
Schedule multiple library instruction sessions.
Communicate your needs to the library.
Collaborate with a librarian on a research assignment.
Keep a course syllabus or sample paper/assignment with the library.
When you create an assignment, discuss with a librarian what resources are available in the library. Librarians can set aside selected items for a class project.
Request subject area materials.
Invite librarians to department meetings.
Learn about all of the library’s resources.

12. Tools for Collaboration: IL Tutorials
ResearchReady by EasyBib
Research Companion by Proquest
Information Literacy Course Modules (ILCM)
by Credo
To enhance collaboration with faculty there are now 3 cloud based products that can help us
1. Demonstrate your library’s measurable impact on Information Literacy learning outcomes
2. Support students in-person and online with engaging multimedia
3. Free up staff time to focus on instruction rather than creating materials
4. Meet accreditation requirements around Information Literacy standards 

13. ResearchReady
A cloud-based instructional Information Literacy platform that helps librarians and faculty teach and assess skills
Customizable
Assessment features:
Pre and post assessment tests to compare a student’s skills before and after instruction.
Questions within the content to keep students on their toes so they can’t skip through the content.
Cumulative quizzes at the end of each lesson and course to assess student’s understanding of particular concepts.
thorough research curriculum
An information literacy assessment tool
An easy-to-use supplement to research instruction

14. Curriculum Content ResearchReady
Source Identification - Differentiating source types (Primary vs. secondary, popular vs. scholarly.)
Accessing Library Resources - Differences between and how to use OPACs, databases and search engines
Source Evaluation
Ethical Research - Plagiarism, copyright infringement, and fair use
How to Cite
The Invisible vs. Open Web
Advanced Searching Strategies - Boolean operators, keywords, subject headings
The Research Process (

15. Proquest Research Companion
A new, intuitive, and self-guided product that supports information literacy, writing, and research-skills
Features two major components:
Learning Modules
Interactive Tools
Topic Aid- background articles from Proquest eLibrary database
Website Evaluator – gives information about a book, journal title, or website on whether it is scholarly or not, and who owns it.
Citation Generator and a Revision Aid – suggests corrections to the text students input (
Features two components: Learning Modules and Interactive Tools—all designed to automate the basic parts of the research process.
Has powerful, interactive Tools help students navigate through the research process more quickly

16. Credo Information Literacy Course Module (ILCM)
Cloud-based multimedia
Tutorials
Videos
Online activities
Course notes
Guides
The ability to customize the module to reflect institutional branding. (

17. Where are you now? Think about your current lessons:
How do students use information in your lessons?
How do you support them?
What else could be done?
How can librarians help?

18. Questions and Comments
Contact information:

19. References
Ariew, Susan A. and Eison, James, "The Collaborative Imperative and Information Literacy: Strategies for Librarian-Faculty Partnerships" (2011). Academic Services Faculty and Staff Publications. Paper Kobzina, Norma G. "A Faculty–Librarian Partnership: A Unique Opportunity for Course Integration." Journal of Library Administration 50.4 (2010): Print. Kvenild, Cassandra, and Kaijsa Calkins. Embedded Librarians: Moving beyond One-shot Instruction. Chicago: Association of College and Research Libraries, Print. Shank, John D., and Steven Bell. "Blended Librarianship." Reference & User Services Quarterly 51.2 (2011): Shen, Lan “Improving the Effectiveness if Librarian-Faculty Collaboration on Library Collection Development” Collaborative Librarianship 4(1):14-22(2012) Yousef, Atif, “Faculty Attitudes Toward Collaboration with Librarians” (2010). Library Philosophy and Practice (e-journal). Paper 512