1. Building the Foundation of an Information Literacy Program
Kristy Padron
Alyse Ergood
Florida Atlantic University Libraries

2. Building the Foundation of an Information Literacy Program
Resources
Collaboration
Needs & Expectations
Training
Assessment
Class-Level Planning & Instruction

3. Foundations: A Schematic
Assessment

4. Resources People: librarians, support staff
What is available to your IL program?
People: librarians, support staff
Time: consider other duties and priorities for department and people
Information & materials: worksheets, online resources, class space, technology
Money: support continuing education, conference attendance and similar activities.

5. Collaboration Within a library: Outside the library:
Who can or will work with an IL program?
Within a library:
Library Administration (dean, director)
Department heads
Librarians and Library Staff
Outside the library:
University Administration (dean, provost)
Academic Departments (Subject areas as well as Center for Teaching & Learning)
Faculty

6. Needs & Expectations Accreditation (SACs) University Strategic Plan
What does the institution need (or expect) from an IL program?
Accreditation (SACs)
University Strategic Plan
Curriculum requirements
Technical considerations (Blackboard and other course management programs)
Special populations: distance ed., ESOL, older students…

7. Needs & Expectations
What does the library need for its IL program?
Library Strategic Plan or Mission: an IL program should support these.
Exploratory studies to establish needs (FAU is doing this for its students and faculty).

8. Training
Why is it important to train librarians about information literacy and instruction?
Instructors need to be knowledgeable about the goals, objectives and criterion for instruction.
Provides a foundation for development of teaching strategies and approaches to teaching
Instructors need to be informed of information literacy standards and educational theory and practical information; so that everyone is on the same page.

9. Training Training leads to effective instruction
Establish, schedule and support formal training for instructors
Training leads to effective instruction
Information literacy workshops in house and other face to face trainings- available at the county, regional, state and national levels
Online sessions- Webinars and Teleconferences
Continuing education in the areas of education, instruction and library and information science

10. Training Blogs, Wikis, Listservs and Discussion Groups
Encourage participation in informal training experiences
Blogs, Wikis, Listservs and Discussion Groups
Observations- Instructors have the opportunity to observe their colleagues and to be observed by their supervisors for feedback
Team teaching- Provide opportunities for new instructors to teach with seasoned instructors
Mentoring- New instructors can be assigned mentors who are seasoned instructors

11. Assessment Provides credibility and validity for your program
Why is assessment important?
Provides credibility and validity for your program
Ensures that program is designed to meet needs of those you are servicing (while meeting ALA stds)
Reveals areas needing development and attention and those areas operating at a satisfactory level
Ongoing assessment for instructional sessions and information literacy program
Helps instructors gain feedback on their teaching and to improve

12. Assessment Faculty and adjunct faculty Graduate teaching assistants
Who plays a role in assessing your information literacy programs?
Faculty and adjunct faculty
Graduate teaching assistants
Students- receiving ILIS instruction
Information literacy instructors

13. Assessment
Assess your faculty to obtain information about their and their students’ information literacy needs
Survey Faculty about their needs and their students needs (how they want students to receive information)
Focus Groups to discuss faculty’s perceptions of your program design and needs for change
Develop program to meet faculty’s needs and survey faculty again to gauge that program meets their requirements.

14. Assessment Possible ways of assessment include:
Assess your students to find out what they know and if your program is effective
Possible ways of assessment include:
Online or face to face surveys and focus groups
Student research or bibliographic assignment to determine that they have gained knowledge and learned from their instructional session
Evaluation form immediately after instructional session
Focus groups to gauge student needs

15. Assessment Observe instructional sessions and provide feedback
How to assess library instructors?
Observe instructional sessions and provide feedback
Survey faculty immediately after IL session
Assess students immediately after IL session (even if only via the one minute paper)
Design instructional wiki’s providing standards for information literacy instructional sessions

16. Assessment Build in assessments for individual, specific classes
How to assess Information literacy program?
Build in assessments for individual, specific classes
Utilize survey data and focus group findings
Determine if IL goals are being met by revisiting IL and strategic plan

17. Class Level Planning and Instruction
Program-Level Planning
Individual Class Planning
Planning procedures for library sessions

18. Class Level Planning and Instruction
Program-Level Planning
Use strategic plan and library mission statement as guiding forces
Instructional librarians decide on objectives, outcomes and goals for the program
Determine level of faculty involvement; then, work with faculty to determine objectives for courses (individually or by program/dept.)
Develop measurable and observable objectives and goals

19. Class Level Planning and Instruction
Individual Class Planning
Establish standard elements to be taught in information literacy classes
Prepare lesson plans for individual classes based upon faculty input and requests by faculty
Prepare objectives and goals for individual classes
Develop supplemental webpages and materials
Mentor new information literacy instructors through teaching experience, observation and discussion

20. Class Level Planning and Instruction
Planning procedures for library sessions
Calendars & scheduling
Communication (between faculty & librarian)
Facilities (security, scheduling, technology)
Other “Freebies”: handouts, web pages, etc…

21. Recommended Readings
Curzon, Susan Carol & Lampert, Lynn D. (Eds.) (2007). Proven strategies for building an information literacy program. New York: Neal-Schuman.
Anything on assessment by Deb Gilchrist (Pierce College, Lakewood, WA).
Grassian, Esther S. & Kaplowitz, Joan R. (2001). Information literacy instruction: theory and practice. New York: Neal-Schuman.
_____. (2005). Learning to lead and manage information literacy instruction. New York: Neal-Schuman.
Maki, Peggy L. (2002). Developing an assessment plan to learn about student learning. The Journal of Academic Librarianship, 28(1): 8-13.
Ratcliff, Carolyn J. (et. al). (2007). A practical guide to information literacy assessment for academic librarians. Westport, CT: Libraries Unlimited.