1. A CASE STUDY: INFORMATION LITERACY AND LIBRARIAN/PUBLISHER COLLABORATION 2016 NASIG Annual Conference Albuquerque, New Mexico Friday, June 10, 2016 Rebecca Donlan, Florida Gulf Coast University Stacy Stanislaw, Taylor & Francis Group

2. AGENDA 1. Information Literacy: Our Existing Programs Information Literacy at Taylor & Francis Group Florida Gulf Coast University: Think, Write, Discover 2. Stop, Collaborate & Listen: How the Librarian-Publisher relationship Can Facilitate the Development of Information Literacy Curriculum Dialog 2015: Where it all began An idea is born: an overview of the project 3. Where Are We Now? Lessons learned Next steps

3. INFORMATION LITERACY OUR EXISTING PROGRAMS

4. Information Literacy at Taylor & Francis

5. A little bit about Taylor & Francis Group Established in 1798 when Richard Taylor launched “Philosophical Magazine” Merged with Informa plc in 2004 Imprints: Publishes more than 2,300 journals and around 3,000 new books each year, with a books backlist in excess of 20,000 specialist titles

6. No official “information literacy” program Author/librarian support has always been a key part of company philosophy Dedicated Author Services and Regional Marketing teams manage the majority of information literacy- related requests and events Information Literacy at Taylor & Francis

7. Current programs and services include: Webinars Annual regional workshops Print/electronic guides and training materials Dedicated author & librarian services websites Information Literacy at Taylor & Francis

9. A little bit about FGCU We opened in 1997, 11 th member of the Florida State University System, with 2,500 students enrolled 2015-16 enrollment: 14,673 (13,429 undergrad, 1,018 grad, 226 non-degree) Degree Programs: 51 undergraduate degree programs 28 graduate degree programs 1 specialist program 2 doctoral degree programs Colleges College of Arts and Sciences College of Education College of Health Professions and Social Work Lutgert College of Business The UA Whitaker College of Engineering

10. FGCUScholars: Think  Write  Discover Enhancing a culture of inquiry from composition to capstone Advance student writing, critical thinking, and information literacy skills within their majors as students become scholars in their disciplines Integrate a common understanding of writing, critical thinking, and information literacy across all four years Build on a foundation of General Education toward the creation of scholarly products in capstone courses Assess student learning across four years of study and in every major

11. Critical Thinking Capstone 4Milestone 3Milestone 2Benchmark 1 Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, critical analysis and synthesis skills that convey the writer's understanding. Uses appropriate, relevant, and compelling content to explore ideas using critical thinking skills within the context of the discipline. Uses appropriate and relevant content to develop and explore ideas through most of the work. Uses appropriate and relevant content to develop simple ideas in some parts of the work. Evaluation of Evidence & Information Skillfully analyzes and evaluates information / evidence related to thesis; conclusion is insightful, logical and justified based on a skillful evaluation of evidence. Adequately analyzes and evaluates information / evidence related to thesis; conclusion is logical and justified based on the evaluation of evidence. Attempts to analyze and evaluate information / evidence related to thesis and use the evidence in order to justify conclusions. Takes information at face value (little or no attempt to evaluate quality of information / evidence, relationship to thesis, or support of conclusions). Information Literacy Capstone 4Milestone 3Milestone 2Benchmark 1 Identification and Access of High-­ Quality Information Demonstrates skillful identification and access of high‐quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. Demonstrates consistent identification and access of credible, relevant sources to support ideas, that are situated within the discipline and genre of the writing. Demonstrates an attempt to identify and access credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Has difficulty identifying and accessing sources to support ideas in the writing. Use Information Effectively to Accomplish a Specific Purpose Skillfully communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth. Communicates, organizes and synthesizes information from sources. Intended purpose is achieved. Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved. Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

12. FGCUScholars: Think  Write  Discover Enhancing a culture of inquiry from composition to capstone What are we hoping to see in the next 5 years? Liaison librarians will continue to work with disciplinary faculty to create content for Scholarly-Focused and Scholarly-Enriched courses. Faculty will begin to shift away from the “two peer-reviewed articles paper” toward meaningful assignments that use the full range of information sources in the library’s collection. Use of library materials will rise, both print and electronic, as students learn to value the library’s curated collection over the Open Web. FGCU Student Scholarship will make a real contribution to knowledge and to our local area, and will be available through our Institutional Repository.

13. STOP, COLLABORATE & LISTEN: HOW THE LIBRARIAN/PUBLISHER RELATIONSHIP CAN FACILITATE THE DEVELOPMENT OF INFORMATION LITERACY CURRICULUM

14. DIALOG: WHERE IT ALL BEGAN Dialog: a forum for librarians to discuss the key issues and questions facing libraries, today and tomorrow, with Taylor and Francis First meeting held during ACRL 2015 “Information Literacy in the Library” a key discussion point

15. AN IDEA IS BORN: AN OVERVIEW Create an information literacy toolkit to support the FGCUScholars: Think, Write, Discover program Toolkit to include the following components: Series of 6 webinars related to information literacy and publishing, geared towards both FGCU faculty and students alike Print/electronic materials that correspond with each webinar Website hub supported by Taylor & Francis to store webinar recordings, tip sheets, etc. for easy access and future use In-person author/student workshop, focusing on how to get published and other relevant topics that tie in with the webinar series and FGCU’s QEP Collect feedback during 2015 Charleston Conference Poster Sessions with initial plans to launch in Spring 2016

17. WHERE ARE WE NOW?

19. LESSONS LEARNED Timing is key University/faculty buy-in is imperative from the start Really not so simple…

20. NEXT STEPS Finalize presentations and guest speakers Generate interest among FGCU faculty and students Create and send invites And everything in between…

21. QUESTIONS & DISCUSSION Rebecca Donlan, Assistant Director for Collection Management, Florida Gulf Coast University rdonlona@fgcu.edu Stacy V. Stanislaw, Library Communications Manager, Taylor & Francis Group stacy.stanislaw@taylorandfrancis.com