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Library Instruction at Washington State University: A Program Update


... Emphasis on student research at the undergraduate and graduate levels Existing work on Critical Thinking and Writing Across the Curriculum Information Literacy ... – PowerPoint PPT presentation

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Title: Library Instruction at Washington State University: A Program Update

Library Instruction at Washington State
University A Program Update
  • Scott Walter, Lorena OEnglish, Jane Scales,
    Tammy Siebenberg

Library Instruction at WSU
  • Definitions
  • Why Here? Why Now?
  • Key Partners and Programs
  • Assessment and Evaluation
  • New Directions, New Challenges
  • Where Have We Been, Where Are We Going?
  • QA

What is Information Literacy?
  • Information literacy is the ability to recognize
    when information is needed and to locate,
    evaluate, and use effectively the needed
  • American Library Association (1989)

A person who is information literate is able to
  • Determine the extent of the information needed
  • Access the needed information effectively and
  • Evaluate the information and its sources
  • Incorporate selected information into ones
    knowledge base

A person who is information literate is able to
  • Use information effectively to accomplish a
    specific purpose
  • Understand the economic, legal, and social issues
    surrounding the use of information
  • Access the information ethically and legally
  • Association of College Research
    Libraries (2000)

Information Literacy is About
  • The learning individual and the learning
  • Information literacy as a basis of lifelong
  • Libraries support the development of new skills
  • The teaching library
  • Librarian as guide, as opposed to librarian as
  • The teachable moment

Information Literacy is About
  • The role of collaboration
  • Libraries must identify partners to place
    instruction into context
  • Information use as a process
  • Information use involves a process of critical
    thought and evaluation that transcends specific
    research skills, library techniques, and sources.
  • Washington State Library (2001)

Information Literacy as a Process
  • Process models of information literacy
    instruction are
  • user centered, rather than collection or resource
  • inquiry based
  • centered on active learning
  • address stages of the information use process
  • tied to broader thinking about teaching and
    learning already in use on campus

Information Literacy - Why Here?
  • Increasing complexity of the local information
  • Emphasis on the use of technology in the
  • Emphasis on student research at the undergraduate
    and graduate levels
  • Existing work on Critical Thinking and Writing
    Across the Curriculum

Information Literacy - Why Now?
  • Changes to accreditation standards
  • Legislative mandate to assess information and
    technology literacy competency of Washington
  • Opportunities for collaboration
  • The Information Union

Information Literacy and Accreditation
  • Candidates . . . are able to appropriately and
    effectively integrate technology and information
    literacy in instruction to support student
    learning. (NCATE 2000 - Standard One)
  • Information literacy outcomes are established
    and measured by appropriate means (NW
    Association of Schools and Colleges - proposed
    Standard 5.E.5)

Legislative Mandate for Information Literacy
Instruction and Assessment
  • In 2000, the Washington legislature mandated that
    public universities develop a model for
    assessment of undergraduate information and
    technology literacy (HB 2375)
  • Representatives of all 6 institutions have been
    working to promote information literacy
    instruction on their campuses and to develop a
    common model for assessment (Assessment of ITL
  • Our current plan is to develop an instruction and
    assessment plan that takes advantage of our
    unique campus environment

Opportunities for Collaboration
  • Increasing access to high-quality information
    resources via electronic means means faculty and
    student interest in learning about these
  • Recognition in several departments of specific
    technology literacy needs
  • Grants such as PT3, New Media Classroom, and
  • Rise of new pedagogical models that incorporate
    electronic resources in a hybrid or distance
    learning environment

The Information Union
  • WSU Libraries Strategic Plan includes focus on
  • teaching students, faculty, and staff to be
    knowledgeable, skilled users of information
  • collaboration with faculty and allied campus
    units on issues of information management and use
  • transformation of traditional library services
  • making effective and creative use both of
    information technology and human resources and,
  • an information environment that nurtures
    undergraduates in developing lifelong information
    literacy skills

Information Literacy at WSU - Key Partners
  • Center for Teaching, Learning, and Technology
  • General Education Program
  • Student Advising and Learning Center
  • English Department
  • Distance Degree Programs
  • Conferences and Professional Programs
  • College of Education
  • College of Pharmacy
  • You

Information Literacy at WSU - Key Programs
  • Instruction for World Civilizations
  • Instruction for Freshman Seminar
  • Instruction for Composition Program
  • Gen Ed 300
  • University 590
  • Workshops
  • Distance Education
  • Instruction for subject-specific, graduate, and
    professional students

Information Literacy at WSU - New Programs
  • Collaboration with Student Advising and Learning
    Center on new programs for peer facilitators and
  • Collaboration with College of Education to infuse
    information literacy into K-8 teacher education
    at the programmatic level
  • Collaboration with English Department to provide
    new training for Composition instructors
  • Collaboration with DDP to make Gen Ed 300 (and
    graduate equivalent) programmatic requirements
  • Collaboration with Student Support Services and

Information Literacy at WSU - New Programs
  • Collaboration with various groups to bring
    information literacy to the table within existing
    faculty development initiatives
  • Co-Teach
  • Critical Thinking Project
  • New Media Classroom
  • Writing Across the Curriculum
  • Assessment and Program Evaluation

Information Literacy - Issues in Assessment
  • Assessment of instruction
  • librarian instruction
  • faculty instruction
  • Assessment of programs
  • library programs
  • departmental programs
  • Assessment of student work
  • Information and Technology Literacy Assessment
    Planning Group

Assessment of Instruction
  • For librarians - classroom evaluation of library
    instruction (evaluation form)
  • For librarians - peer evaluation (Oregon model)
  • For classroom faculty - information literacy
  • For classroom faculty - resources on how to
    write a library research assignment

Assessment of Programs
  • Library Instruction Program Survey
  • M Course Proposal Process
  • Critical Thinking Project Process
  • Accreditation Standards Review

Assessment of Student Work
  • Pre-test - Post-test
  • Library assignments
  • Online assessments (interactive tutorials)
  • Portfolio assessment

Information Literacy at WSU - New Directions
  • Instructional design
  • Resources for faculty development (library
    faculty and classroom faculty)
  • Information Literacy Rubric
  • Coordination with M courses and Tier III courses
  • Coordinated with academic programs and student
  • Coordination with technology literacy courses
  • Critical Thinking, Writing Across the Curriculum
    and Information Literacy

Information Literacy at WSU - New Challenges
  • Moving beyond the source approach
  • Program development and coordination -
    articulating and supporting an information
    literacy across the curriculum approach
  • Assessment
  • Developing resources for faculty
  • Outreach, liaison, collaboration
  • Designing instruction for online environments
  • Making effective use of our human resources

What Have We Been Doing?
  • Trying to think programmatically about library
    instruction, i.e., how do the pieces to the
    puzzle fit together?
  • Discussing strategic directions with Library
  • Contacting existing partners, i.e., what can we
    do better?
  • Contacting potential new partners, i.e., what
    else should we be doing?
  • Soliciting input from library faculty (survey,
    interview, discussion list)
  • Trying to make sure all the classes get taught

Next Steps
  • Evaluate information gathered as part of library
    instruction survey
  • Develop resources for library faculty and
    classroom faculty (good assignments
    anti-plagiarism resources professional
    collection future updates)
  • Engage in planning process for development of
    online tutorials and course environment(s) for
    Gen Ed 300
  • Work to strengthen collaboration with allied
    campus programs
  • Identify options for allocation of human
    resources for Summer and Fall 2002
  • Continue to solicit input from WSU Libraries
    faculty and staff, and from key partners

Questions, Comments, and Discussion
  • comments to Scott Walter ltswalter_at_wsu.edugt, or
    WSU Library Instruction ltlibinstr_at_wsu.edugt