INFORMATION COMPETENCY PROJECT Presentation by Teresa Ojezua, Head Librarian Katie Davis, Reference / Instruction Librarian Philander Smith College Little Rock, AR

Outline of Presentation  Summary of Project  Introduction  Project Goal  Structure  Process  Outcomes  Key Breakthroughs  Project Review  Challenges  Stakeholders  Key Change Issues  Insights from Leadership Institute  Goals Not Met  Relationship to College Strategic Plan  Summary & Conclusions  Questions  Immunity to Change  Immunity Map

Summary Our project focused on establishing information literacy competencies to enhance students’ development, curriculum redesign and campus collaboration. With funds from the office of Title III, we expanded the Library Committee and held a series of discussion meetings to develop a set of IL competencies that all students should have before they graduate from the college. The result was a motion by the Faculty Senate adopting the proposed IL competencies.

Introduction…  Information explosion—radical change in the way information is stored, organized, and retrieved  To equip students for lifelong learning in an evolving information universe  To help students use relevant information for informed decision making  To discourage reliance on internet for “copy & paste” research activities

We are seeing students…  Failing to evaluate sources or their relevance to assigned projects  Clicking and not reading  Engaging in rampant plagiarism  Regurgitating ideas of others—no original thought  Hitting the print button and thinking they’ve accomplished their research

Definition of Information Literacy  Information Literacy is the set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (Information Literacy Competency Standards for Higher Education, ALA 2000)Information Literacy Competency Standards for Higher Education, ALA 2000

Project Goals  To provide faculty and staff with a better understanding of information literacy  To develop outcomes based guidelines for information literacy for all PSC students  To disseminate the PSC guidelines on the Worldwide Web (via the library webpage and in other sources)

Structure  Expanded the Library Committee to include an extra faculty member from each Division, administrators, computing staff, and two student representatives  Wrote a Grant for funds from the Director of Title III  Held 4 discussion meetings—Dec. 2009, Jan. 2010, Feb. 2010, Mar  Invited Consultant & HBCU Mentor to address the group

Consultant at IL Discussion Forum

Another IL forum in session

Process  Create a vision for the project  Tie aim to personal concerns / observations  Build and empower a team (Stakeholders)  Demonstrate commitment  Use standardized tools to demonstrate benchmarks (ALA, ACRL)  Utilize Faculty Senate to institutionalize proposed IL standards and competencies  Develop strategies for future implementation

Outcomes  Promoted a discussion on student information literacy in academia  Worked toward changing the library’s role on campus and in the larger community.  Built partnerships within the library and campus wide  Proposed five I.L. competency standards  Proposed framework for implementation and assessment that was accepted by Faculty Senate

Key Breakthroughs…  Acceptance of information literacy competency standards in faculty members’ class objectives  For librarians and library staff, this project has led to increased communication and improved services.  Making connections and sustainable relationships on campus  Developed a formal professional relationship with our HBCU Mentor

Key Breakthroughs…  Affirm librarians as key players in the institution and important role of the library in enhancing teaching and learning  Changing IL competency as a “library thing” to literacy skills into classroom instruction  Funding can be obtained for professional development of faculty  IL connects all the stakeholders (students, faculty, librarians, computer staff, student services, campus administrators)

Project Review—Challenges  Faculty resistance—fear of losing control over subject matter and lack of time to incorporate IL objectives into classroom.  Convincing faculty of shared responsibility and collaboration in executing the proposed I.L. competencies.  Establishing buy-in among the library staff

Meeting the challenges  Established trust and communicated our vision with persistence.  Positive reinforcement for participation  Inclusion of all library staff in library planning meetings  Monthly professional development exercises for library staff

Stakeholders AdministratorsFacultyComputing Staff LibrariansStudent RepsHBCU Mentor

Key Change Issues  To Raise the bar on student research competence and confidence  To Establish lasting collaborative relationships  To Empower Library staff

Helpful Insights from Leadership Institute…  Create a vision that is relevant to the institution’s strategic plan  Stakeholder analysis  Develop strategies (communication, funds, change management, staff etc.)  Develop a project plan  Execute (take action)

What goals were not met?  One goal is still in progress: to disseminate the IL guidelines on the WWW via the library website  Anticipated completion: Summer 2010

Relationship of Project to College Strategic Plan  I.L. is essential to achieve the College’s strategic goal #2: “to strengthen it’s academic profile, programs, and performance.”  Provides skills for life-long learning  Prepares students for post-college work environment.  Helps to create student motivation and engagement

Summary and Conclusions  Library vision is translated into executable actions.  Librarians play a vital and evolving role in collaborating with campus stakeholders to implement the changes necessary for an effective I.L. program.  From workshop presentations, to one-on-one consultations, faculty see the library as more than a collections-related resource, and more of a service and training-centered resource.

Immunity to Change  Time to think outside the box!

Immunity Map Visible Commitment Doing/ Not Doing Instead Hidden Competing Commitments Big Assumptions Improve Customer Service Quality through:  Innovation  Prompt Delivery of Service  Excellence Customer service doesn’t go far beyond traditional in-person transactions. Library staff sometimes don’t refer questions when they reach an impasse. Delayed response to patron needs Library staff feel that patrons are not self-reliant enough, and the staff do not want to “do students’ work for them.” Reluctance in going above and beyond original job description. That improved customer service will not increase patrons’ understanding of information retrieval and library resources. Changes are unnecessary, and the status quo serves the library effectively.

Insights from Immunity Concept:  This concept shows the multi- dimensional nature of change.  Change is prevented by barriers coming from both individual and group commitments.  Team work as well as individual reflection is necessary to overcome resistance to change.

Questions…?