Information Literacy Standards

1
Information Literacy Standards

• Affects and Implications
• on
• Library Instruction
• at
• Texas Christian University

Victor Dominguez Baeza
2
Texas Christian University

• 8 Divisions (Schools and Colleges)
• 6,700 Undergraduates (1,514 freshmen)
• 1,100 Graduates
• 375 Full-time faculty
• 150 Part-time/Adjunct Faculty

3
Mary Couts Burnett Library

• 1.8 Million items
• Information Commons Desk
• My Library
• 189 Undergraduate Electronic Resources
• 228 Graduate Electronic Resources
• 1,836 Electronic Journals
• 4,212 Print Periodicals

4
Instruction Statistics

• 2,049 Attendees (includes orientations)
• 73 Library Instruction sessions
• 17 Orientation/Training programs
• 32 Freshmen level LI sessions
• 11 Graduate level LI sessions

5
Library Instruction Program
6
Library Instruction Program
7
IL TCU Timetable

• 1998 (June) Information Literacy Proposal
• 1999 (Jan.) P.I.L.O.T. Program
• 2001 (Aug.) Get Standards in UCR
• 2001 (Jan.) Adopt Objectives for ILI
• 2001 (May) - Target Specific Programs
• 2001 (July) Introduced E.R.L.I.
• 2001 (Aug.) Developed IL Programs

8
Information Literacy Proposal

• 1998 (June) - Completed
• 1998 (July) - Sent to Library Administration
• 1998 (Oct.) Sent to Associate Provost
• 1999 (June) Lunch with new Chancellor
• 1999 (Sept.) Sent to Associate Provost
• 2000 (Jan.) Change of Direction

9
P.I.L.O.T. Program

• 1998 (Sept.) Planning Begins
• 1999 (Jan.) First Program Workshops
• 1999 (June) Lunch with new Chancellor
• 1999 (July) Committee Stops Workshops
• 2002 (Apr.) Committee Begins Again

10
Adopt Objectives for ILI

• Competency Standard One The information literate
  student determines the extent of information
  needed.
• Performance Indicator 1 The information literate
  student defines and articulates the need for
  information.
• Outcomes include
• 1.1.c. Explores general information sources to
  increase familiarity with the topic.
• Describes the difference between general and
  subject-specific information sources.
• Demonstrates when it is appropriate to use a
  general and subject-specific information source.

11
Responsibility Tags for Objectives
Competency Standard One The information literate
student determines the extent of information
needed. Performance Indicator 1 The
information literate student defines and
articulates the need for information. Outcomes
include 1.1.c. Explores general information
sources to increase familiarity with the topic.
(L) 1.1.d. Defines or modifies the information
need to achieve a manageable focus. (L/C) 1.1.e.
Identifies key concepts and terms that describe
the information need. (L/C)
12
Target Programs

• English (E.R.L.I.)
• Journalism (sessions for successive courses)
• Education (organization and searching of
  electronic information)
• Business

13
Freshman LI Sessions
14
What has helped?

• Center for Teaching Excellence
• Assessment (Objectives) Centered LI
• Teaching not Presenting
• New Deans/Faculty
• Training Lab Collaboration
• Face-to-Face Marketing
• SACS Accreditation

15
What has hurt?

• Changing Web Pages
• Too many Electronic Resources
• Loss of Faculty Friends
• Loss of Co-Workers
• Information Commons Desk
• Electronic Gadgets
• Staff Illiteracy

16
E.R.L.I.Electronic Resources Library Instruction

• Three main ideas are at the center of E.R.L.I.
• Different people learn in different ways.
• People really learn only two or three things from
  a 50-minute instruction session.
• Keyword searching is essentially the same,
  regardless of electronic resource.