1. 1 6/5/2016 INFORMATION LITERACY AND PEDAGOGY FROM A LIBRARIAN’S POINT OF VIEW Beth Bloom BloomBet@shu.edu

2. 2 6/5/2016 HISTORY OF FIRST IMPLEMENTATION EFFORTS Seton Hall librarians see need to include IL into courses Seton Hall librarians see need to include IL into courses Grant application and description Grant application and description Project description Project description Methodology/description Methodology/description Initial assessment tools Initial assessment tools Initial outcomes Initial outcomes

3. 3 6/5/2016 PROJECT BACKGROUND 1999 Association of College and Research Libraries (ACRL) publishes Information Literacy Competency Standards 1999 Association of College and Research Libraries (ACRL) publishes Information Literacy Competency Standards 2000 Seton Hall University (SHU) University Librarians (Marta Deyrup, S. Anita Talar, Project Director; Dr. Ming Bao, Statistician) receive grant to implement information literacy standards across the undergraduate curriculum 2000 Seton Hall University (SHU) University Librarians (Marta Deyrup, S. Anita Talar, Project Director; Dr. Ming Bao, Statistician) receive grant to implement information literacy standards across the undergraduate curriculum 2001-2002 Creation of tutorials, redesign of bibliographic instruction program 2001-2002 Creation of tutorials, redesign of bibliographic instruction program 1998 Middle States Association (MSA) begins discussions on new accreditation standards 1998 Middle States Association (MSA) begins discussions on new accreditation standards 2002 New MSA Standards released 2002 New MSA Standards released

4. 4 6/5/2016 INFORMATION LITERACY: What Is It? According to ACRL an information literate individual should be able to: Access information effectively and efficiently Access information effectively and efficiently Determine the extent of information needed Determine the extent of information needed Critically evaluate information and its sources Critically evaluate information and its sources Incorporate information into knowledge base Incorporate information into knowledge base Use information purposefully Use information purposefully Understand the economic, legal and social issues surrounding information use Understand the economic, legal and social issues surrounding information use Access and use information ethically and legally Access and use information ethically and legally

5. 5 6/5/2016 Distance Education v. Information Literacy Initiatives They both employ web-based delivery, but: Distance education offers delivery of information over the Web Distance education offers delivery of information over the Web Information Literacy addresses the research process. It establishes strategies that students can apply to differing pedagogical situations (i.e., online, but on campus). Information Literacy addresses the research process. It establishes strategies that students can apply to differing pedagogical situations (i.e., online, but on campus).

6. 6 6/5/2016 Models for Online Information Literacy Text-based Text-based Web-delivered handouts (xml, pdf, other formats) Web-delivered handouts (xml, pdf, other formats) Story board using multimedia Story board using multimedia Online instruction to reinforce concepts (Rutgers) Online instruction to reinforce concepts (Rutgers) Interactive Modules Interactive Modules Quizzes, assessment, basic skills (TILT) Quizzes, assessment, basic skills (TILT) Electronic reference: chat, email Electronic reference: chat, email Online discussion: reference, help, Blackboard Online discussion: reference, help, Blackboard

7. 7 6/5/2016 Grant Implementation Looked for a combination of models that would best suit such SHU programs as: Looked for a combination of models that would best suit such SHU programs as: Writing across the curriculum Writing across the curriculum University Life Course (introductory Freshman skills) University Life Course (introductory Freshman skills) English 1201/1202 English 1201/1202 Seton WorldWide Seton WorldWide Looked to exploit technology infrastructure at SHU Looked to exploit technology infrastructure at SHU Streaming audio/video Streaming audio/video Blackboard Blackboard Laptop computing initiative Laptop computing initiative

8. 8 6/5/2016 Grant Implementation Goals Implementation of program across undergraduate curriculum Implementation of program across undergraduate curriculum Reinforcement (not replacement) of traditional bibliographic instruction Reinforcement (not replacement) of traditional bibliographic instruction Elicit Faculty investment in project Elicit Faculty investment in project Refocusing and/or redefinition of role of librarian instruction in curriculum Refocusing and/or redefinition of role of librarian instruction in curriculum Utilization of student evaluation and assessment Utilization of student evaluation and assessment

9. 9 6/5/2016 Program Timeline: Year I Initial discussions with teaching faculty Initial discussions with teaching faculty Research into instructional tutorial programs at other university libraries Research into instructional tutorial programs at other university libraries Instruction design Instruction design Baseline assessment of freshman information literacy skills Baseline assessment of freshman information literacy skills Library web page added to all Blackboard modules as top tabs Library web page added to all Blackboard modules as top tabs

10. 10 6/5/2016 Program Timeline: Year II Implementation of instructional modules Implementation of instructional modules Freshman orientation Freshman orientation Library tour Library tour Virtual librarian Virtual librarian English 1201 English 1201 Baseline assessment of freshman information literacy skills Baseline assessment of freshman information literacy skills Assessment of first year students Assessment of first year students Feedback from consultant Feedback from consultant Introduction of librarians as participants in selected English 1201/1202 classes in Blackboard Introduction of librarians as participants in selected English 1201/1202 classes in Blackboard Reevaluation of online course modules Reevaluation of online course modules

11. 11 6/5/2016 Program Timeline: Year III Redesign of English 1201 module Redesign of English 1201 module Design of advanced English class module (English 1202) Design of advanced English class module (English 1202) Assessment of surveys Assessment of surveys Introduction of Psychology module Introduction of Psychology module

12. 12 6/5/2016 Program Timeline: Year IV Full student assessment over four years Full student assessment over four years Exploitation of Blackboard technology Exploitation of Blackboard technology Full implementation of Information Literacy program into the curriculum Full implementation of Information Literacy program into the curriculum

13. 13 6/5/2016 Information Literacy Site Demonstration Tour of the library http://library.shu.edu/cdi4/silt2/tour.htm Tour of the library http://library.shu.edu/cdi4/silt2/tour.htm http://library.shu.edu/cdi4/silt2/tour.htm Voyager Tutorial http://library.shu.edu/tutorweb/shucatstart.htm Voyager Tutorial http://library.shu.edu/tutorweb/shucatstart.htm http://library.shu.edu/tutorweb/shucatstart.htm Freshman Introduction to the library http://library.shu.edu/cdi4/silt/lib-contentlist.htm Freshman Introduction to the library http://library.shu.edu/cdi4/silt/lib-contentlist.htm http://library.shu.edu/cdi4/silt/lib-contentlist.htm English 1201/1202 http://library.shu.edu/cdi4/silt2/1201start.htm English 1201/1202 http://library.shu.edu/cdi4/silt2/1201start.htm http://library.shu.edu/cdi4/silt2/1201start.htm

14. 14 6/5/2016 Project Assessment Survey Survey Quizzes Quizzes Quizzes Anecdotal Evidence Anecdotal Evidence

15. 15 6/5/2016 Assessment of IL Programs What do you want the program to be able to do? What do you want the program to be able to do? What factors does the program demonstrate of exhibit if they are meeting outcomes? What factors does the program demonstrate of exhibit if they are meeting outcomes? How will you gather data? How will you gather data? How will you determine if you have achieved outcomes? How will you determine if you have achieved outcomes? How will discussion evaluation of the data occur? Who will be involved? How will discussion evaluation of the data occur? Who will be involved?

16. 16 6/5/2016 Assessment as Learning What do want student to be able to do? What do want student to be able to do? What does s/he need to know in order to do it well? What does s/he need to know in order to do it well? What will facilitate the learning? What will facilitate the learning? How will student demonstrate the learning? How will student demonstrate the learning? How will I know student has done this well? How will I know student has done this well?

17. 17 6/5/2016 Demonstration of Assessment Tools: Initial Survey Initial survey given to incoming freshmen (http://library.shu.edu/cdi4/info-search- process.htm) Initial survey given to incoming freshmen (http://library.shu.edu/cdi4/info-search- process.htm)http://library.shu.edu/cdi4/info-search- process.htmhttp://library.shu.edu/cdi4/info-search- process.htm Purpose of survey was to elicit and compare perceptions related to information seeking before and after the library information program Purpose of survey was to elicit and compare perceptions related to information seeking before and after the library information program Conceptual framework -- Kuhlthau’s “Model of Information Search Process” Conceptual framework -- Kuhlthau’s “Model of Information Search Process”

18. 18 6/5/2016 Methodology Target population: incoming freshmen Target population: incoming freshmen Survey URL part of Blackboard component in Freshman orientation Survey URL part of Blackboard component in Freshman orientation Response rate: approximately 40% Response rate: approximately 40% Results generally positive: students felt comfortable coming into library and had high expectations of success Results generally positive: students felt comfortable coming into library and had high expectations of success

19. 19 6/5/2016 Demonstration of Assessment Tools: Quizzes Survey given to all Freshman English 1201 classes (http://library.shu.edu/cdi4/LibraryQuiz.htm) Survey given to all Freshman English 1201 classes (http://library.shu.edu/cdi4/LibraryQuiz.htm)http://library.shu.edu/cdi4/LibraryQuiz.htm Built upon the Freshman orientation module Built upon the Freshman orientation module

20. 20 6/5/2016 Assessment: Quiz (continued) Evaluates Evaluates Mastery of initial steps to begin research Mastery of initial steps to begin research Mastery of information formats Mastery of information formats Master of essential information about library Master of essential information about library

21. 21 6/5/2016 Demonstration of Assessment Tools: Anecdotal Evidence Based on questions from email Based on questions from email How do I structure my search? How do I structure my search? Where do I look for information? Where do I look for information? What kinds of resources does my topic require? What kinds of resources does my topic require? How can I alter my research topic to make it more manageable? How can I alter my research topic to make it more manageable?

22. 22 6/5/2016 Discussion/Future Plans Paradigm of Information Literacy is being implemented vigorously at all U.S. universities Paradigm of Information Literacy is being implemented vigorously at all U.S. universities Trend may be towards consortia rather than single university model Trend may be towards consortia rather than single university model Examples: Examples: 1) Consortia tutorials/ VALE 1) Consortia tutorials/ VALE 2) Free links, organized tutorials for members 2) Free links, organized tutorials for members

23. 23 6/5/2016 Discussion/Future Plans (continued) All models of instruction whether taught in conventional/traditional ways or online will rely more and more heavily on assessment All models of instruction whether taught in conventional/traditional ways or online will rely more and more heavily on assessment Most universities will take advantage of different models of delivery via web: streaming video, audio, white board, Blackboard, etc. Most universities will take advantage of different models of delivery via web: streaming video, audio, white board, Blackboard, etc.

24. 24 6/5/2016 Summary We have decided to work from the premise that there is value in partnering with teaching faculty in instruction design and pedagogy. Information literacy plays an essential part in this. We have decided to work from the premise that there is value in partnering with teaching faculty in instruction design and pedagogy. Information literacy plays an essential part in this. We have been fortunate to have the opportunity to take advantage of state-of- the-art technology that Seton Hall provides. We have been fortunate to have the opportunity to take advantage of state-of- the-art technology that Seton Hall provides.

25. 25 6/5/2016 Bibliography SHU Information Literacy site SHU Information Literacy site SHU Information Literacy site SHU Information Literacy site TILT TILT TILT Rutgers Rutgers Rutgers Information Literacy Standards Information Literacy Standards Information Literacy Standards Information Literacy Standards VALE VALE VALE National Forum on Information Literacy National Forum on Information Literacy National Forum on Information Literacy National Forum on Information Literacy