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Information Literacy: Programs, Practices, & Resources: Home

Initial Charge for Model Programs and Practices Team

Colleagues,

 

Thanks for agreeing to engage in some literature review to better understand what large and/or small parts of the more successful models we can consider including/adapting as we develop our QEP.  Please use email to share your research and sustain the discussion this week.  You will present your team's findings/conclusions with the rest of the committee at next Thursday's committee meeting.

 

Two things to consider:

 

Look at all the elements of model programs:  We definitely want to learn about what other IL programs are doing, but we should also consider any useful elements of non-IL initiatives that will help us to a better job designing the program: assessing, marketing, staffing, integrating, incentivizing, bringing to scale, etc.  Here's an example:  I think the list of goals for the Middlesex Community College Math Across the Curriculum initiative can easily work as a framework to describe the goals of almost any integrated IL program we want to pitch:

 

  1. Strengthen students' quantitative literacy by providing opportunities across the curriculum to experience linkages between mathematics and other subject areas;
  2. Provide training and support to faculty so that they will be able to create modules, connected courses, and learning communities that will highlight mathematics dimensions within their disciplines;
  3. Create a college-wide culture that acknowledges the value of Mathematics Across the Curriculum; and
  4. Share strategies, curriculum and results with other faculty across the region and nation.

Pretty cool, huh?  Well, here's the second issue I want you to keep in mind as you frequent the academic initiative candy store:    

 

Don't lose sight of the IL focus of our QEP as you envision possible programs:  Keep our focus in mind as you go initiative shopping.  The college competency our IL QEP will target is critical thinking.  The Association of Research and College Libraries and the American Library Association define informational literacy as those skills that enable individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."  As you think about and discuss how the pieces of model programs/practices can fit together as our QEP, you have to always have a clear answer to that question Jeff smartly asked multiple times:  "what does any of this have to do with promoting information literacy?"

Considering the fantastically diverse experiences/skills you all bring to the table, I am floored to see how we randomly assembled such a perfectly balanced team.  If your team does end up sharing some descriptions of integrated programs we can consider, please bring in multiple options. I am truly excited to learn more about what you find.

Best,

 

Ernie 

Initial Charge for Theoretical Framework Team

Colleagues,

 

Thanks for agreeing to engage in some literature review to give our understanding and application of information literacy some theoretical framework.  Please use email to share your research and sustain the discussion this week.  You will present your team's findings/conclusions with the rest of the committee at next Thursday's committee meeting.

 

The Association of Research and College Libraries and the American Library Association define informational literacy as those skills that enable individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."  As you learn more about and discuss what IL means  across the disciplines keep in mind that critical thinking is the college competency our IL QEP will target.  Good luck!

 

Best,

 

Ernie 

Initial Charge for Institutional Research Team

Colleagues,

 

Thanks for agreeing to engage in some institutional research to gain that baseline understanding of how our curriculum and services currently promote information literacy (IL).   For those of us that are new to IL, we'll need to first familiarize ourselves with this concept and how SAC will connect its promotion to the institutional plan.  The college competency our IL QEP will target is critical thinking.  The Association of Research and College Libraries and the American Library Association define informational literacy as those skills that enable individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."  So as we look through our curriculum and support services, we need to recognize the extent to which some or all of those skills under the IL umbrella are supposedly being promoted and developed.   

 

Here's what we recently discussed about our institution's current efforts to promote IL:

 

  1. We assume that EDUC 1300, all SDEV classes, all INRW classes, and the ENGL 1301/1302 sequence have a significant curricular focus on those critical abilities that information literacy is predicated upon.
  2. All core classes are supposed to promote critical thinking. 
  3. We discussed how LibGuides, library instruction, and QM training can support IL.
  4. Two meetings ago we discussed some ways a SmartBook can support IL skills.

 

Here's the tasks we'll undertake this week to learn more about where there is a stated intention to promote/practice IL in the SAC curriculum and support services:

 

Task #1:  Identify the specific language in the learning outcomes for those SDEV, EDUC, INRW, and ENGL classes listed above that reveal a curricular intention to promote/practice IL skills?

Task #2:  Look for IL-related language identified in task #1 in learning outcomes for all other courses to identify where else an intention to promote/practice IL skill is expressed in  SAC's broader curriculum.

Task #3:  Look for IL-related language identified in task #1 in official descriptions and mission statements for all SAC support services.  

 

I attached a list of the learning outcomes for the core curriculum and pasted the INRW 0420 SLOs to the bottom of this email.  I know those EDUC 1300 SLOs were recently developed; could someone find them and forward those EDUC 1300 and SDEV SLOs to the team?  Once we complete task #1 and feel relatively comfortable with the list of IL-related language we will look for in learning outcomes, service descriptions, and mission statement, we can then dole out homework assignments to complete  tasks #2 and #3.

 

I'm sorry that our task sounds more tedious than the research assigned to the other groups, but looking for officially stated IL intentions seems like our appropriate first step.  Once we target where IL is supposedly happening, then we can talk about assessment.  Let's use email to knock out this work and keep the discussion going.  I'll chime in via email tonight once my family checks into a hotel somewhere north of Texarkana.

 

Best,

 

Ernie 

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