1. The Role of Libraries Special Committee Robert Morris University 2004-2005

2. The Charge of the RMU Library Task Force Envision the libraries in Pittsburgh and on the Moon Campus and their role at Robert Morris University in the next decade Envision the libraries in Pittsburgh and on the Moon Campus and their role at Robert Morris University in the next decade Establish a definition of information literacy and propose curricular change that will assure that the University meet this “new” standard for accreditation, and assure that we meet the needs of the schools in an efficient and effective manner. Establish a definition of information literacy and propose curricular change that will assure that the University meet this “new” standard for accreditation, and assure that we meet the needs of the schools in an efficient and effective manner.

3. Definition from ALA “ To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. (Note: Since information may be presented in a number of formats, the term “information” applies to more than just the printed word. Other literacies such as visual, media, computer, network, and basic literacies are implicit in information literacy.

4. Definition from Middle States Commission on Higher Education “…an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes determining the nature and extent of needed information; accessing information effectively; evaluating critically information and its sources; incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose; understanding the economic, legal and social issues surrounding the use of information and information technology; and observing laws, regulations, and institutional policies related to the access and use of information” (p.32)

5. Extension of Definition from ERIC An information literate person is one who: Recognizes that accurate and complete information is the basis for intelligent decision making Recognizes that accurate and complete information is the basis for intelligent decision making Recognizes the need for information Recognizes the need for information Formulates questions based on information needs Formulates questions based on information needs Identifies potential sources of information Identifies potential sources of information Develops successful search strategies Develops successful search strategies Accesses sources of information including computer-based and other technologies Accesses sources of information including computer-based and other technologies Evaluates information Evaluates information Organizes information for practical application Organizes information for practical application Integrates new information into an existing body of knowledge Integrates new information into an existing body of knowledge Uses information in critical thinking and problem solving (Doyle, 1992) Uses information in critical thinking and problem solving (Doyle, 1992)

6. Task 1 – Looking to the future for the Pittsburgh and campus Libraries Define the role of both the Pittsburgh and campus libraries in the next ten years. Define the role of both the Pittsburgh and campus libraries in the next ten years. Using a strategic planning tool such as the SWOT Analysis, outline the strengths, weaknesses, opportunities, and threats of the two library centers. Using a strategic planning tool such as the SWOT Analysis, outline the strengths, weaknesses, opportunities, and threats of the two library centers. Prepare a report with recommendations relative to the future role of both facilities Prepare a report with recommendations relative to the future role of both facilities

7. Information Literacy in Higher Education from Eric Plotnick (ERIC) Information literacy instruction can take a variety of forms: stand-alone courses or classes, online tutorials, workbooks, course-related instruction, or course-integrated instruction. Information literacy instruction can take a variety of forms: stand-alone courses or classes, online tutorials, workbooks, course-related instruction, or course-integrated instruction. Colleges & universities are undertaking strategic planning to determine information competencies, to incorporate instruction in information competence throughout the curriculum and to add information competence as a graduation requirement for students. Colleges & universities are undertaking strategic planning to determine information competencies, to incorporate instruction in information competence throughout the curriculum and to add information competence as a graduation requirement for students.

8. Task 2 – Applying the Standards, Performance Indicators, and Outcomes Step #1 – Definition of Information Literacy Step #1 – Definition of Information Literacy Step #2 – Identify where information literacy will be Step #2 – Identify where information literacy will be incorporated into the university curriculum incorporated into the university curriculum Step #3 – Define clear goals for program Step #3 – Define clear goals for program Step #4 – Identify key areas to be covered in Step #4 – Identify key areas to be covered in information literacy courses. information literacy courses. Step #5 – Decide who should teach the students Step #5 – Decide who should teach the students Step #6 – Define appropriate teaching methods Step #6 – Define appropriate teaching methods Step #7 – Define effective student assignments Step #7 – Define effective student assignments Step #8 – Identify appropriate facilities and equipment Step #8 – Identify appropriate facilities and equipment Step #9 – Develop effective methods of evaluation and Step #9 – Develop effective methods of evaluation and review review

9. IL -Standards The student will determine the nature and extent of information needed. The student will determine the nature and extent of information needed. The student will access information effectively and efficiently/ The student will access information effectively and efficiently/ The student will critically evaluate information and its sources. The student will critically evaluate information and its sources. The student will apply the information to accomplish a task. The student will apply the information to accomplish a task. The student will understand many of the economic, legal, and social issues surrounding the use of information and will access and use information ethically and legally. The student will understand many of the economic, legal, and social issues surrounding the use of information and will access and use information ethically and legally.

10. Developing an Action Plan for our next meeting Research definitions of information literacy adopted by other schools. Research goals, objectives, curriculum implementation models, and assessment of information literacy programs Report from Dr. Caplan, Library Director, on library centers Next meeting date and time for Library Task Force