1. Designing Innovative Instruction using Faculty Feedback on Technology Use and Faculty Attitudes toward Library Research Instruction Maria Perez-Stable, Dianna Sachs, Patricia Vander Meer Western Michigan University

2.   Information Literacy at WMU  Use of technology in instruction by faculty  Use of technology by librarians  Goal: Use appropriate technologies to improve IL across curriculum The Issue

3.   19 Questions  Partially based on Cannon (1994) 1  Perception of importance of IL  Perception of students’ IL abilities  Use of technology in instruction  118 valid respondents 1 Cannon, A. (1994) “Faculty Survey on Library Research Instruction.” RQ 33(4), 524-541. Survey

4.  Respondent Profile

5.   Over 95% ranked as “important” or “very important” students’ IL abilities  Majority rated all undergraduates below satisfactory in using library resources  Majority rated freshmen and sophomores below satisfactory even in using Google for research  Less than half rated even grad students as above satisfactory in conducting library or Google research Perception of IL Abilities

6.   Commonly used IL instruction formats  41% had not used any form of IL instruction  Reasons for not requesting formal IL session  52% not aware of service  33% don’t want to give up class time  22% not relevant to course  18% prefer to teach IL themselves  NIMBY  IL sessions useful – 98% agree IL Formats Used in Past

7.  Technology Use by Discipline (ordered by popularity) Natural Sciences/Math Social Sciences HumanitiesFine Arts Health Services Engineering/ Computer Science EducationBusiness Elearning50%63%81%57%100%69%89%80% Online embedded videos 42%44%63%43% 31%63%60% Personal/WMU webpage 33%52%50%43%21%54%47%20% Discussion boards/forums 17%44%31%29%43%15%84%40% Electronic reserve items 8%48%31%14%43%8%42%10% Podcasts8%15%13%29%0%31%11%20% Social networking sites (Facebook, Twitter, etc.) 0%11%0%43%7%8%5%30% Video conferencing 25%19%13%0%7%8%21%10% Blogs0%19% 14%0% 5%30% iClickers17%0%6%0% 15%5%10% Wikis0%11%6%14%0%15%5%0% RSS feeds0%7%0% 8%5%10%

8.  Number of Different Technologies Used

9.   Degree of future interest in IL formats  Most-favored formats required minimal class time:  Online guide/tutorial/materials  Librarian visit classroom <30 minutes  Minimal interest in librarian embedded in Elearning Interest in IL Formats

10.   Changed focus of technology in IL instruction  Online videos/tutorials  Increased number of online class/subject guides  iClickers What We Did HIST 3191 : American Sport History

11.   New marketing focus  Promoted shorter sessions  Classes on the road  Elearning—embedded & default library box  Increased training for librarians What We Did

12.   Survey your own faculty  Can raise faculty awareness  Target instruction formats and technologies  Survey students, too  Use technologies already on your campus  Coordinate training for librarians  Market new initiatives  Assess! What You Can Do

13.   Vander Meer, P.F., Perez-Stable, M.A., Sachs, D.E. (2012) “Framing a Strategy: Exploring Faculty Attitudes toward Library Instruction and Technology Preferences to Enhance Information Literacy” Reference & User Services Quarterly, 52(2), 109-122.  Conference Proceedings, PowerPoint, Survey  Contact us:  maria.perez-stable@wmich.edu  pat.vandermeer@wmich.edu  dianna.sachs@wmich.edu Additional Information on Conference Website – Session CP 11C