Terra Incognito: Infusing Information Literacy into the Disciplines Jim Nichols and Karen Shockey Penfield Library, SUNY Oswego

“A Garbage Can Model of Organizational Choice” Problems Solutions Participants Choice opportunities

The “Garbage Can” Decision ► Problems, as seen or experienced by...  Library faculty  Instructional faculty  Administrators  Students

The “Garbage Can” Decision ► Solution: Infusion of information literacy learning throughout the curriculum  Active learning and practice  Elevates the level of learning  Tacit not just explicit knowledge  College-wide participation and contribution

The “Garbage Can” Decision ► Cultivation of participants  Proactive responses to immediate needs  Pipe up with anyone, anywhere, anytime

The “Garbage Can” Decision ► Waiting for an opportunity for a choice or decision  Program changes  Program reviews  Personnel changes  Strategic planning

Building the Matrix ► 3 Directions Model of Information Literacy 3 Directions 3 Directions ► Legitimate periperal participation in communities of practice communities of practice communities of practice ► ACRL Standards ► Learning outcomes for basic level tutorial and worksheet ► Framework from Philadelphia University ► View the matrix matrix

Collaboration with Instructional Faculty ► Persuasion as conflict management  Establish mutual respect (listen, really listen)  Identify problems  Create solutions ► Library/Instructional faculty roles and responsibilities (Ratteray 2002, Deployment) Ratteray 2002DeploymentRatteray 2002Deployment ► Liaison tradition ► Campus governance and committees

Assessment of Student Performance ► Assess by observing authentic practice  Document the processes and the products of a whole project  Project is relevant to the community of practice and valued by the student

Questions and Comments ► How are you putting information literacy into your programs? ► What blocks or barriers are you finding? ► What are your next steps? ► What insights have you gained from this presentation?

Three directions to information literacy

RubricRubric for basic level Rubric

Library Faculty Classroom Faculty Dept. ChairsProvost Council Produce “Information Literacy Introduction and Guidelines” Disseminate “Information Literacy Introduction and Guidelines” Adapt information literacy learning outcomes to specific programs Improve and/or develop instruction and learning experiences to foster information literacy abilities Grading based in part on information literacy abilities Develop program assessment methodology Conduct program assessments and report to College and SUNY administration, and to Middle States Commission on Higher Education Deployment for Advanced-Level Information Literacy Learning

Legitimate Peripheral Participation in a Community of Scholarly Practice