SAC Library Information Literacy Program: Impact Report

LibGuide: https://sacguide.libguides.com/assess

An evolution has taken place in the library instruction world. For many years we were guided by the ACRL Information Literacy Standards. Starting in 2010, we created very prescriptive student tasks (mapped to the Standards) and rubrics to measure at what level our students could perform each task. You can see the results of these measures in our results/review section on the LibGuide linked above.

As of Fall 2017, we now look to the ACRL IL Framework for a more dispositional approach in teaching information-seeking skills and concepts. Our goal is to help students form research habits that will stay with them long after they leave San Antonio College. Here are the Big Ideas from the Framework:

• Research as Inquiry
• Searching as Strategic Exploration
• Information Creation as a Process
• Authority is Constructed and Contextual
• Scholarship as Conversation
• Information Has Value

Working in conjunction with classroom faculty, librarians tailor a session to include specific learning outcomes from the Framework while also meeting the faculty member's assignment-related student learning outcomes. Librarians also work with faculty to revise their assignments to include more elements from the Framework for a more integrated approach to information literacy.

This specific lesson plan is employed in classes taught by faculty who are currently participating in or have graduated from the Fearless Learning QEP Research and Engagement Academy. Our focus is on two frames: Research as Inquiry and Searching as Strategic Exploration, applying the language used in the definition of each frame along with selected dispositions. Both frames use the word “iterative” in their definitions, which points to research as a testing, refining, and growth process. Searching as Strategic Exploration includes “mental flexibility” and “alternate avenues” to signal that students practicing skills in this area will be required to do some stretching and exploring. Dispositions from both frames include more gritty, growth mindset language, specifically:

• consider research as open-ended exploration and engagement with information
• value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process
• exhibit mental flexibility and creativity
• understand that first attempts at searching do not always produce adequate results
• persist in the face of search challenges, and know when they have enough information to complete the information task

The Framework sends a clear message that research is a non-linear, iterative process which requires thought, patience, and flexibility. Our goal as educators is not to make research easy, it is to help students persevere when this process becomes challenging.