Information Literacy Collaborations with Faculty – Sustainable? Anne Fullerton Kathy MacDonald University of Waterloo

Why the Interest in Collaboration? “Because it seems that, for many faculty, notions of collaboration do not extend to assignments, teaching, or grading, the question then arises as to what the faculty conception of collaboration really is. ” Leckie & Fullerton(1999)

Faculty Opinions: Teaching Information Literacy 46% collaborative approach 39% librarians solely responsible Faculty Support for Instructional Options (Leckie and Fullerton, 1999) % Overall

What’s Your Image of a Librarian/Faculty Collaboration? Activity Draw your view of an IL collaboration. Discuss drawings/views at your table. Patterns? Give examples of collaborations at your institution. Arrange the drawings in a continuum

Our Framework Collaboration is recursive Sustainability is the capacity to endure Program level focus Other Academic Partners included Assessment is recursive????

Earlham Model of library instruction - based on collaboration with faculty and tied to curriculum goals Evan Farber, College Librarian; ACRL Research Librarian Librarians are educators who contribute to college mission Quaker values collaboration Succession plans to ensure sustainability

Mellon UC Berkeley Campus Academic Partners 6 day Institute I-teams redesign course s and assignments Faculty and Librarian Fellows Stipends Doe Moffitt Library Stacks with art installation of flying books.

Are there successful Top Down approaches to collaboration? Accrediting Agencies – Middle States; CEAB Evidence Based Medicine – Medical; Allied Health University System – CSU NOTE: see end of presentation for details of above Government directives – UUDLES

Council of Ontario Universities (Gov’t): University Undergraduate Degree Expectations Systematically evaluate /compare Ugrad programs and graduating students knowledge & skills 6 Expectations (OCAV) Mapped to ACRL IL standards (Lisa and Tom) Assessed during Ugrad Program Reviews (UPRAC ) Senate doc statement on acceptance Full implementation 2008 – 2013 UUDLES, GDLES, CUDLES

Six Expectations Depth & breadth of knowledge Knowledge of methodologies Application of knowledge Communication skills Awareness of limits of knowledge Autonomy and professional capacity

How can Librarians join the UUDLES discussions / collaborations on your campus? Activity 2 1. Discuss: How to join the discussions/ collaborations. Think about our examples, create new ones. 2. If you have been involved in UUDLEs discussions/collaborations on your campus, what facilated your inclusion? 3. What support/help could OCUL provide? survey

Information Literate University

Management UL part of strategic decisions IL in strategic documents IL strategy seen as USP for university Common understanding of IL Talk of IL “education” Stakeholders roles clear IL work part of most jobs Majority enjoy education role, may have qualifications, are reflective practitioners Channels for teaching discussions Good collaboration and mutual respect Key part of strategy Librarians In an Information Literate University :

Review Your Drawing – any changes? Redraw? Activity 3 Based on our discussions, does your collaboration drawing still fit your views? Has your role in collaboration changed? Any insights? Can you see yourself doing things differently in the future?

Wrap up...Next OLA? Supporting Ontario Librarians’ collaborations in curriculum renewal and with UUDLES.

Activity #1 Report Out Flipchart Records: Collaboration is: (P= process O=outcome I=inputs) – small beginning – relationship P – outreach by librarian P – feed faculty research P – a power dynamic P – Co-ordinated— so students doesn’t see you 5x! P – engineering grad course O – embed content in course O – disappointing—no success O – co-teaching— knew prof. so easier to arrange O – need more time & staff I – accreditation expectations I – IL—hard to fit into the puzzle I – start collab.—not?

Activity #2 Report Out How have/could you been involved in UDLEs. (Processes?) Be aware of undergrad program reviews schedules – proactive at beginning, eg. faculty retreats Senate committee activities/promotion to Senate Work with CTE/TSS teaching support centre on campus Essential Employability Skills – 6 categories of skills graduates of Ontario College must demonstrate ential.html ential.html Change your approach to “What do you want students to know/do?

California State University System CSU campuses – Information Competence grad requirement since Integrate IC through all courses at all levels of the university. Now ICT Test History of Building Consensus Grants for collaboration – with appropriate LL

Two Accrediting Agencies address Information Literacy Curriculum Integrated since 1994 Competency levels from novice to expert Appropriate assessment measures Mapped to ACRL standards (Murphy and Saleh, 20??)

Evidence-based medicine approach : Medicine & Allied Health Clinical Experience Mondash University:Centre for Effective Practice Logo E B P Patient Views Research Evidence

Evidence Based Medicine 5 step process Step 1: The question (Ask) Step 2: The evidence (Acquire) Step 3: The appraisal (Appraise) Step 4: The integration (Apply) Step 5: The evaluation (Self Reflection) Centre for Evidence-Based Medicine