IgnitingtheInformationLiteracyFlameCurrentCampusEnvironmentandFittoPlaceNorthernKentuckyUniversitypridesitselfondeliveringstudent-centerededucationthatwillmakealastingimpactonstudentsastheypursuecareers,furthereducation,andengagewiththeircommunities.Lastyear,theuniversityconferredmorethan2,000bachelordegreesfromnearly80differentmajors.OnecommonvariableunderlyingtheeducationandfutureexperiencesourNKUstudentswillfaceisinformation.Morethanever,graduateswillhaveaccesstooverwhelmingamountsofinformation,fromtheirworkplacetotheirsocialmediafeeds.Ourstudentsneedskillstonavigate,evaluate,anduseastaggeringfluxofinformation.Ourstudentsalsoneedaconceptualfoundationregardingtheauthority,context,creation,anddisseminationofinformationinthe21stcenturysothattheycandrawtheirownconclusionsandaddtheirownvoicestoongoingconversations.Technologicaladvancesmakeiteasierthanevertocreateandshareideas-bothfactandfiction.Ourgraduates,nomattertheirfieldofstudy,needtobecriticalconsumersandresponsiblecreatorsofinformation.Aqualityenhancementplanthatemphasizesthedevelopmentofinformationliteracy,acrossthecurriculum,willbetterprepareourstudentstoengagewithinformationinacademic,professional,andpersonalcontexts.Informationliteracyisrecognizedasavitalcomponentofeducationinthedigitalandinformationage.TheAssociationofAmericanCollegesandUniversitieslistsinformationliteracyasanessentiallearningoutcomethatshouldbe“practicedextensively,acrossthecurriculum”(AACU,2007).Severalaccreditingagencies,mostnotablytheMiddleStatesCommissiononHigherEducation,explicitlyrequiresinformationliteracybeintegratedinuniversitycurriculum(MSCHE,2015).Since2013,sevenSACS-accreditedinstitutionshaveimplementedqualityenhancementplanswithadirectfocusoninformationliteracy(SACS,2017),andit’slikelyseveralothersintegratedrelatedconceptswithinabroaderfocus.Harris(2013)conductedanin-depthanalysisofQEPssubmittedtotheSACSaccreditingbodybetween2007and2011andfound18focusedoninformationliteracyasthemainQEPtopicand58integratedinformationliteracywithinabroadertopic,suchascriticalthinking,inquirydevelopment,ordeliveryofhigh-impactpractices.Anadditional30plansincorporatedanoptionalILcomponent.TheAssociationofCollegeandResearchLibraries(ACRL)haslongadvocatedforthedevelopmentofinformationliteracyinhighereducation.Recognizingtherapidlychangingandalwaysevolvinginformationenvironment,theACRLrecentlyredefinedinformationliteracyforthe21stcenturywiththepublicationoftheFrameworkforInformationLiteracyforHigherEducation.AccordingtotheFrameworkauthors,informationliteracyis“thesetofintegratedabilitiesencompassingthereflectivediscoveryofinformation,theunderstandingofhowinformationisproducedandvalued,andtheuseof

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informationincreatingnewknowledgeandparticipatingethicallyincommunitiesoflearning”(ACRL,2016).Thedefinitionemphasizesametacognitiveapproachtoresearch,integratescriticalconsiderationabouthowinformationiscreatedandvalued,andrecognizestheresponsibilitiesassociatedwithcreatinginformation.InadditiontoarticulatinganewILdefinition,theFrameworkemphasizestheco-curricularnatureofinformationliteracyandpositionsILas“extendingthearcoflearningthroughoutstudents’academiccareers”(ACRL,2016,p.3).Multipleacademiclibraries,includingNKU’sSteelyLibrary,haveembracedtheFramework’sapproachtoinformationliteracyeducation.SteelylibrarianshaveusedtheFrameworkasaguidetodevelopinformationliteracylearningoutcomesforNKUstudentsatthreelevels:foundational,advanced,andgraduate.Theseoutcomesemphasizetheneedforstudentstodevelopskillsandconceptualunderstandingstoeffectivelyengagewithinformationinavarietyofcontexts(seeAppendixAforoutcomes).Ideally,librariansteachfoundationaloutcomeswhenworkingwithstudentsintraditionalfirst-yearcourses,suchasUniversity101and/orEnglish101.Thosefoundationaloutcomesarebuiltuponwhenworkingwithstudentsintheir291writingcourses,andtheadvancedoutcomesareadaptedfordiscipline-specificcourses.Inrecentyears,librarianshaveidentifiedandtargetedspecificcoursesforinformationliteracyinstruction.Thegoalisforstudentstoattendmultipleinformationliteracysessions,acrosstheirNKUcareer,whichbuilduponpriorsessions.However,therealityofinformationliteracyinstructionismuchlessconsistent,withsomestudentsattendingmultiplesessions,somestudentsattendingone,andotherstudentsneverattendinganyinstructionsessions.InformationliteracyeducationatNKUisprimarilydeliveredasaone-shotsession.Aone-shotsessionmeansinstructionisprovidedduringoneclassperiodandisusuallytailoredtoaspecificresearchassignment.Thefocusonaparticularresearchassignment,whilebeneficialforsuccessinthatclass,hinderseffortstointegratemoreconceptualunderstandingsofinformationthatencouragestudentstomakeconnectionswithinformationbeyondanacademicsetting.Beyondtheone-shotinstructionsessions,Steelylibrariansteachathree-creditinformationliteracycourse(LIN175).TheinformationliteracycourseisrequiredforLibraryInformaticsmajors,andisoneofseveralcourseswithintheIndividual&SocietycategoryoftheFoundationofKnowledgeprogram.Asa100-levelcourse,librariansfocusonintroductoryconcepts,encouragingstudentstocompareandcontrastwebanddatabasesearches,consideringtheauthorityandperspectiveofpopularandscholarlysources,andformulatingresearchquestions.Aftercompletingthecourse,studentshavecommentedonthevalueofathree-creditinformationliteracycourse(seeTable1).WhileLIN175courseispartofthegeneraleducationofferings,itreachesonlyasmallpercentageofNKUstudents.

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Table1:CommentsfromstudentswhocompletedLIN175

IusedeverythingIlearnedinthiscoursetoaidinallmyothercoursework.IusedthethingsilearnedhereanditimprovedthewayIcompletedassignmentsforotherclassesandjobsImighthaveinthefuture.

ThiscoursewassohelpfulandIlearnedsomuchthatwillhelpmeinmycollegecareerandon!

Itshouldbeamandatoryclassinmyopinion.

IwillrememberforevertheskillsonresearchingthatIlearnedthesepast8weeks.

Thisclasswassoenlightening.

Justknowinghowtoevaluateawebsitewillhelptomakemeverysuccessfulinthefuture.Iknowwhatwouldbegoodforacollegelevelpaperandwhatwouldnotbe.IknowthatIstillhaveseveralpaperstowriteinmyfutureandthiscoursewillbesomethingthatIcanreferbacktoduringthesetimes.

HonestlythisclassshouldbearequirementatNKU.Consideringhowaggressivesocialmediaandinformationisbeingthrowntoeveryoneandtheradicalthingspeopledo.Everyoneshouldhavetotakethisclass.

AtNKU,informationliteracyisnotformallyrecognizedasanoutcomeofanyprogramoncampus,withtheexceptionofLibraryInformatics.Withoutformalrecognitionofinformationliteracy,anddespitetargetedefforts,itisdifficulttoensureallstudentsreceiveconsistentILeducation,evenforstudentsstudyingthesamemajor.ForthepurposeofthisQEPproposal,NKU’sOfficeofInstitutionalResearchandAnalysiscollaboratedwithSteelylibrarianstofindouthowmanystudentshaveexperiencedsomeformofinformationliteracyinstructionduringtheiracademiccareerandhowmanyofthosestudentshaveexperiencedmultipleinstructionsessions.BeginninginFall2015,alittlemorethan10%ofNKUstudentshadtakenLIN175orattendedaninformationliteracysessioninpersonoronline.Theinstructioncouldhaveoccurredasearlyasfall2006forsomeofthesestudents.Oncetheywereflaggedashavingtheinformationliteracyinstruction,aslongastheycontinuedtomatriculate,theywereflaggedinsuccessivetermsashavinghadthatexperience.Byspring2017,around24%(almost1in4undergraduates)hadexperiencedinformationliteracyinstructioninsomeform.Thismeansthat75%ofNKUstudentshaveexperiencednoformalinformationliteracyinstruction(seeTable2).

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Table2:Percentofundergraduateswhohaveexperiencedinformationliteracyinstruction

Semester

ExperiencedLIN175orInstructionalModule

TotalUndergradEnrollment %YesNo Yes

Fall2015 11,453 1,353 12,806 10.57%

Spring2016 10,398 1,252 11,650 10.75%

Summer2016 2,651 217 2,868 7.57%

Fall2016 10,186 2,457 12,643 19.43%

Spring2017 8,656 2,703 11,359 23.80%

Additionally,institutionalresearchersuseddatatodeterminehowmanyundergraduatestudentshadexperiencedinformationliteracyinstructionmorethanonce.Table3illustratesthenumberoftimesundergraduatesreceivedinformationliteracyinstructionoverthecourseoftheiracademiccareers.Themajorityofstudentsonlyattendoneformofinstruction,andlessthanfivepercentofthestudentpopulationhasattendedthreeormoresessions.

Table3:Undergraduateswhoreceivedinformationliteracyinstructionmultipletimes

Semester Once TwiceThreeormore

Times Total

Fall2015 1,150 85.00% 180 13.30% 23 1.70% 1,353

Spring2016 1,063 84.90% 166 13.26% 23 1.84% 1,252

Summer2016 195 89.86% 19 8.76% 3 1.38% 217

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Fall2016 1,869 76.07% 478 19.45% 110 4.48% 2,457

Spring2017 2,058 76.14% 530 19.61% 115 4.25% 2,703

DespitechallengestothestructureanddeliveryofinformationliteracyinstructionatNKU,thereisevidencethatsupportstheinclusionofinformationliteracyineducation,especiallywhenintegratedacrossthecurriculumandwithinthecontextofstudents’majors.ProjectInformationLiteracy(PIL)haspublishedmultiplereportsonstudentbehaviorsandattitudestowardresearch.Onereportanalyzedinterviewswithtopemployersacrossthecountry,andwhileemployerswereimpressedwithrecentgraduates’technologicalabilities,theywerelessenthusedwithinformation-seekingskillsandreported“mostcollegehireswerepronetodeliverthequickestanswertheycouldfindusingasearchengine…”(Head,2012,p.3).AnotherPILreportsummarizedsurveyandinterviewdatafromrecentcollegegraduatesandfoundthatnotonlydidgraduatesreportitwasdifficultto“stayinformedintherapidlychangingdigitalage,”(Head,2016,p.5)buthalfofthesamplealsofeltfrustratednothavingaccesstoformerinstructors,lectures,orcampuslibrarydatabases.AtNKU,Steelylibrarianshaveconductedsomeinternalassessmentstogaugetheeffectivenessofone-shotinformationliteracyinstructionanddocumentevidenceofstudentlearning.Assessmentsduringthe2016/2017academicyeardoindicatethebenefitsofinformationliteracyinstructionforstudentsintheirmajor,butalsoilluminatethechallengesstudentscontinuetofacewheninteractingwithinformation.Forexample,informationliteracyinstructiondoesimproveawarenessanduseofsubject-specificdatabases.Apre-andpost-testadministeredtostudentsinapublicrelationsresearchcoursefoundanincreasedawarenessofdatabasesandaninclinationtouseone.Similarly,nursingstudentsinaresearchcourseincreasedtheirreporteduseofCINAHL,anursingdatabase,from47%onapre-testto90%onapost-test,afterattendinginformationliteracyinstruction.Further,33%ofpsychologystudentsinaresearchmethodscoursewereabletonameonepsychologydatabaseonapre-test,butafterinstruction,75%ofstudentswereabletonametworecommendeddatabasesforresearchintheirfield.Assessmentsalsoprovidesomeindicationthatinstructionimprovesknowledgeaboutscholarshipandresearchinone’sfield.Forexample,aspartofthepre-andpost-test,thepublicrelationsstudentsreadandevaluatedanacademicarticle.Studentsshowedimprovementinbeingabletoidentifythemajorfindingsofthearticleandidentifyingareasforfurtherresearch.Inanengineeringwritingclass,allstudentswereabletoidentifythelevelofauthoritynecessaryforanacademicneedafterviewingavideoonsourceevaluation,andinahistoryresearchcourse,studentsdemonstratedimprovementin

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theirunderstandingoftheconceptof“scholarshipasconversation”(30%onthepre-testversus69%onthepost-test).Finally,thepsychologystudentsdemonstratedanimprovedunderstandingofthepurposeofaliteraturereview.Onthepre-test,morethan40%indicatedoneofthepurposesofaliteraturereviewwaslocatenovelsandnearly20%indicatedtheydidnotknowatall.Onthepost-test,73%demonstratedanunderstandingoftheliteraturereview.Assessmenthasalsoshownareasthatstudentscontinuetostruggle.Whereasthepsychologystudentsdemonstratedincreasedawarenessofthepurposeofaliteraturereview,thehistorystudentscontinuedtoexhibitconfusionabouttheliteraturereviewandtheappropriatetypesofsourcestoincludeintheirresearch,evenaftertheinstructionsession.Publicrelationsstudents,whiletheyimprovedtheirawarenessofresearchdatabases,stillexhibitedconfusionaboutwhenitismostappropriatetousearesearchdatabase,andwhilestudentscouldidentifysomekeyaspectofscholarlyarticles,theystruggledtounderstandthepurposeofthearticleandthegapsguidingtheresearch.Additionally,afterinstruction,nursingstudentscontinuedtostruggletouseadvancedsearchingtechniquesinthedatabasesandengineeringstudentsstruggledwiththeconceptofauthoritywhenconsideringpersonalneeds.AQEPfocusedoninformationliteracywouldformalizepastinstructioneffortssothatinformationliteracyisbetterintegratedinapurposefulmanner.Indoingso,morestudentswouldbeexposedtoinformationconceptsthatwillhelpthemsucceedacademically,butalsohelpthembetterprepareforcareersinachosenfield.ThisQEPproposalalsoinherentlyaddressesmanyofthetopicsidentifiedasprioritiesbytheNKUcampuscommunity,includingimprovedcommunicationskills,criticalthinking,studentsuccessskills,andtheneedtoprepareourstudentsfortheworkplace.Additionally,theuniversity’sstrategicplanemphasizesstudentsuccessandcallsforestablishingandmaintainingrigorousacademicstandardsandexpectations,whilealsostrengtheningcriticalthinkingacrossthedisciplinesandincreasingopportunitiesforstudentresearch(NKU,2013).Thestrategicplanalsoenvisionsmoreprofessionaldevelopmentopportunitiesforfacultyandstaff.Thelong-termgoalofthisQEPproposalistoformallyintegrateaninformationliteracycomponentintoeverydisciplineoncampus.Integrationwillbeuniquetoeachprogramandmayevenvarywithindepartments,butallNKUstudentswillbeexpectedtocriticallyengagewithideasrelatedtoinformationcreation,dissemination,access,anduse.Notonlywillthisplanbetterpreparestudentstosucceedacademically,butbyplacingILinthecontextofstudent’smajors,itwillalsohelpthemnavigateandmanageinformationintheworkplace.Inordertoachievethisgoal,atleastonefacultymemberfromeachdepartmentwouldattendaseriesofinformationliteracyworkshopsthatwould

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culminateinaplantointegrateILwithintheirdepartment’smajors.ItisexpectedfacultymemberswillalsobenefitfromtheILfocusthroughworkshopparticipationandprofessionaldevelopmentinthearea.

LiteratureReviewInformationLiteracy:HistoryandDefinitionAlthoughthephrase“informationliteracy”hasbeeninuseformorethan40years,manypeople,especiallythoseoutsideofthelibraryworld,remainuncertainastoitsmeaning.Informationliteracyhasoftenbeen,inaccurately,conflatedwithliteracy,computerliteracy,ortechnologyliteracy.ThefirstuseoftheterminformationliteracyisattributedtoPaulZurkowskyin1974,whodefineditas“learnedtechniquesandskillsforutilizingthewiderangeofinformationtoolsaswellasprimarysourcesinmoldinginformationsolutionsto[one’s]problems”(Witek,2016).Intheyearssince,librarianshavebeenprimarilyresponsiblefordefiningexactlywhatitmeanstobeinformationliterate.A1989reportfromtheAmericanLibraryAssociation(ALA)statedthat,inordertobeinformationliterate,“apersonmustbeabletorecognizewheninformationisneededandhavetheabilitytolocate,evaluate,anduseeffectivelytheneededinformation.”Then,in2000,theAssociationofCollegeandResearchLibrariespublishedtheInformationLiteracyCompetencyStandardsforHigherEducation,whichdescribedstandards,performanceindicators,andoutcomesrelatedtoinformationliteracy,whichwereusedbymanylibrarianstoguidethedevelopmentoftheirinformationliteracyinstructionprograms.However,atasignificantnumberofuniversities(includingNKU),informationliteracyinstructioncontinuedtobeprimarilyconfinedtoone-shots. Inrecentyears,therehasbeenagrowingconsensusamonglibrariansthatthisdecontextualized,primarilyskill-basedmethodofprovidinginformationliteracyinstructionisinadequate.ThechangingviewofinformationliteracywasreflectedinthepublicationoftheFrameworkforInformationLiteracyinHigherEducation(2016).Asstatedabove,thisdocumentdescribesinformationliteracyas“thesetofintegratedabilitiesencompassingthereflectivediscoveryofinformation,theunderstandingofhowinformationisproducedandvalued,andtheuseofinformationincreatingnewknowledgeandparticipatingethicallyincommunitiesoflearning.”TheFrameworkdescribesasetof“interconnectedcoreconcepts”thatarecentraltoinformationliteracy.

● AuthorityisConstructedandContextual:Informationliterateindividualsrecognizetheimportanceofcontextfordeterminingwhetherornotasourceis“authoritative.”

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● InformationCreationasProcess:Informationliterateindividualsrecognizethatinformationproductsarecreatedforanumberofdifferentpurposesandbydifferentprocesses.

● InformationHasValue:Informationliterateindividualsrealizethereareareanumberoffactorsthatinfluenceone’sabilitytocreate,distribute,andaccessinformation.

● ResearchasInquiry:Informationliterateindividualsunderstandresearchisaniterative,open-endedprocessfocusedonansweringquestionsorsolvingproblems.

● ScholarshipasConversation:Informationliterateindividualsunderstandthatscholarsareengagedinongoing“discussions”inwhichideasarecontinuallybeingdeveloped,debated,and,insomecases,rejected.

● SearchingasStrategicExploration:Theinformationliterateindividualmakesinformedchoiceswhendeterminingsearchsystem,searchstrategy,andsearchlanguage.

OurQEPproposesusingtheexpandeddefinitionprovidedintheFrameworktoguidetheintegrationofinformationliteracyacrosstheNKUcurriculum.TheNeedforInformationLiteracyAlthoughmisunderstandingsrelatedtotheconceptofinformationliteracyhavecontinuedtoexist,theneedforincreasedinformationliteracyincollegestudentsissupportedbynumerousstudies.ArecentstudybytheStanfordHistoryEducationGroup(SHEG)assessedtheabilityofstudentsfrommiddleschooltocollegeandfoundthat“youngpeople’sabilitytoreasonabouttheinformationontheInternetcanbesummedupinoneword:bleak.”Studentsatalllevelsdisplayeda“stunninganddismayingconsistency”intheirinabilitytoevaluateinformationfoundonline.Numerouspreviousstudieshavehadsimilarfindingsconcerningstudents’abilitiestofind,evaluate,anduseinformationeffectively.In“LessonsLearned:HowCollegeStudentsSeekInformationintheDigitalAge,”aProjectInformationLiteracyreport,researchersfoundthatstudentsusedalimitednumberofinformationsourcesandthatthey“exhibitedlittleinclinationtovarythefrequencyororderoftheiruse,regardlessoftheirinformationgoalsanddespitetheplethoraofotheronlineandinpersoninformationresources”theyhadattheirdisposal.(Head&Eisenberg,2009).TheERIALProjectfoundthat“whenitcomestofindingandevaluatingsourcesintheInternetage,studentsaredownrightlousy”(Kolowich,2011).ResearchersfoundthatcollegestudentsreliedheavilyonGoogleforanyinformationneed,butwere“basicallycluelessaboutthelogicunderlyinghowthesearchengineorganizesanddisplaysitsresults”(Kolowich,2011)And,whenstudentsdidattempttouselibrarydatabases,mostdidnotknowhowtoconstructaneffectivesearchandtendedtousedatabasesthatwereinappropriate.

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Thereisalsoevidencethatstudentsstruggletoeffectivelyengagewithsourceswithanydepth.TheCitationProjectdevelopedastudythatexaminedsophomores’source-basedwritingat16differentcollegesanduniversities.Theyfoundthatstudents,“rarelyanalyzeorengagewiththesourcestheyciteandtendtosimplifytheargumentswithinthem,perhapsbecauseonly30.5%oftheircitationsaretomaterialbeyondthesecondpageofthesourceandonly23.6%ofthesourcesarecitedmorethantwice”(Jamieson,2013).Thelackofinformationliteracydoesnotjustimpactstudents’abilitytosucceedwhileincollege.Aspreviouslymentioned,aProjectInformationLiteracyReportfoundthatemployersconsideredthesearchskillsofnewlyhiredcollegegraduatestobe“dismayinglylimited.”Incomplexorambiguoussituationsinwhichtheywererequiredtoidentifytheirowndirection,decidewhichinformationwasrelevant,andcombineinformationfromseveralsources,recentgraduatesstruggled(Head,2012).InformationLiteracyQEPExamplesOurproposalisbasedontherecognitionthatinformationliteracyinstruction,ascurrentlyprovidedatNKU,doesnotadequatelypreparestudentstoeffectivelyengagewithinformationinthedigitalage.ThisrecognitionisnotuniquetoNKU,asdemonstratedbythenumberofotherschoolswhereQualityEnhancementPlans(QEP)relatedtoinformationliteracyhavebeenadopted.In2008,TrinityUniversityadoptedaQEPfocusedoninformationliteracy.Facultyworkshopswereestablished,wherelibrariansanddiscipline-facultyworkedtogethertoredesigncourses.FacultywerealsoabletoapplyforQEP-fundedgrantstoredesignordevelopcoursesintegratinginformationliteracy(Oakleaf,2011).AsurveyconductedaftertheQEPconcludedfoundthat90%ofthefacultycontinuedtointegrateinformationliteracyinthecourseforwhichtheyreceivedthegrant,while71%hadmadechangestointegrateinformationliteracyothercourses(Jumonville,2014).AtLincolnMemorialUniversity,aQEPfocusedoninformationliteracywasadoptedin2009.Aspartofthisplan,informationliteracywasintegratedacrossthecurriculum,firstbyfocusingspecificallyontwogeneraleducationcompositioncourses,theninupper-leveldisciplinecourses.AccordingtoSmith(2016),allassessmentmeasures“indicatedhigherlevelsofstudentILproficiencybytheendofthecurriculumintegration”(p.230).AQEPoninformationliteracywasadoptedatNorthCarolinaWesleyanCollegein2009.EntitledGIST(GettingInformationSkillsToday),theplanfocusedonensuringthatallmajorswouldhaveatleastone“GIST”coursethatemphasizedadvancedinformationliteracy.Facultyteachingthesecoursesattended

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workshopstoassistincourseredesign.Assessmentfoundthat79%ofstudentsinGISTcoursesmetorexceededtheidentifiedminimumstandardsforperformance(Brake,2016).Morerecently,QEPsfocusedoninformationliteracyhavebeenadoptedattheUniversityofTennesseeatMartin(2013),HowardPayneUniversity(2014),andGreensboroCollege(2016).WhileitisnotpossibletoprovideinformationonallQEPsrelatedtoinformationliteracy,thisbriefreviewshoulddemonstratethatitispossibletoinstituteaninformationliteracyfocusedQEPthathasasignificantimpactonstudentlearningandsuccess.IntegratingInformationLiteracyViaAcademicDisciplines

OurproposedQEPisfocusedonintegratinginformationliteracyintomultipledisciplinesacrosscampus.Whileinformationliteracy(IL)instructionhasmostfrequentlybeenprovidedingeneraleducationcourses,especiallyEnglishcompositioncourses,theideaofintegratingILacrosstheacademicdisciplinesisnotanewone.Thisissuehasbeendiscussedfordecadesandhasbeensubsequentlyimplementedinavarietyofformatsatcollegeanduniversitycampusesacrossthecountry.TherationaleforamorewidespreadILintegrationstemsfromavarietyoffactors.PerhapsthemostprolificideaaddressedisthatstudentscouldbettergraspILifitwerewovenintotheircoursework,thereforeprovidingamoreholistic,relevantandauthenticexperiencefortheirlearning(Grafstein,2002;Middendorf&Pace,2004;Winterman,Donovan&Slough,2011;Weiner,2013;Farrell&Badke,2015;Kuglitsch,2015;Johnson-Grau,Archambault,Acosta&McLean,2016;Cowan&Eva,2016).

AdvocatesfordisciplineintegratedILrecognizethatfacultymembersinaspecializedacademicdisciplinearebetterpositionedtoincorporatetheskills,languageandscenariosthatareassociatedwiththatfieldofstudyastheyteachtheILconcepts.Proponentsofthisviewpointassertthatthiscustomized,contextualizedapproachcanthenfacilitateamoreseamlessunderstandingforstudentsinthedisciplineastheymodelandapplytheconceptswithintheclassesfromtheirmajorofstudy(Grafstein,2002;Middendorf&Pace,2004;Winterman,Donovan&Slough,2011;Farrell&Badke,2015).Kuglitsch’s(2015)exampleofconstructionstudentslearningILthroughthedisciplinarylensofbuildingabridgesupportsthisideaoftailoringtheILteachingtothespecificdisciplines(p.462).FarrellandBadke’s(2015)observationthat“Studentswhohavebeenenculturatedorsocialized,evenpartiallyso,intotheembodiedinformationprocessesofadisciplinehavetheadvantageofhavinglearnedtobecomeapartofacommunityofpractice”(p.334)encapsulateswellthemotivationsofthosewhoadvocatefordiscipline-integratedIL.LeckieandFullerton(1999)concludethatwhilelibrariansshouldconsultandcollaboratewithteachingfaculty,itisultimatelythefacultymember’sresponsibilitytodeliverILthroughtheircoursecontent.InadditiontothesepedagogicalmotivationsforstudentslearningILinthecontextoftheirdiscipline,otherinfluencesincludetheneedtoalignIL

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outcomeswiththoseofthediscipline’saccreditingbodies(Kuglitsch,2015)andtheimpracticality/limitedworkforceassociatedwiththeideaoflibrariansteachingstudentsacrossalldisciplines(Johnson-Grauetal,2016).WhilelessintegratedmethodssuchaslibraryoneshotsessionsandembeddedlibrariansCANsuccessfullyteachstudentsthecriticalinformationliteracyconcepts,thisideaofdisciplinefacultyteachingstudentsontheirownplayingfield,seemstohavethepotentialforadeeper,morerelevantexperience.Thereismountingevidencethatsuchadiscipline-integratedapproachtoILcanbesuccessful,howeveranumberofbarrierscanimpedesuchacollaboration.Asindicatedabove,oneobstaclestemsfromthefactthatnotallfacultyareclearontheconceptofinformationliteracyandmaythinkitsimplyinvolvesbasiclibraryskills,orconcernsitselfwithcomputerknowledge(Saunders,2010;Weiner,2012).Thismisunderstandingcannegatethefacultymember’sdesireforILintheirclasses,sincetheybelievethattheirstudentsalreadypossessadequatetechnologyskills.Otherbarriersareassociatedwiththesometimesambiguousnatureofinformationliteracybecauseitcrossesboundariesandisnottiedtoanyoneacademicdiscipline(Weiner,2012).Informationliteracycanbeperceivedbyfacultyasmoreofanadd-on(likenedtoservicelearningoronlinelearning)ratherthanapartofthecurriculum.Facultyarealreadyoverwhelmedwithsimplycoveringtheircoursecontent,andmayresenttheideaofaddingonemorethingtoanalreadycontent-ladencourse(Saunders,2010;Weiner,2012).Somequestionthevalidityofinformationliteracy,citingalackofempiricaldata(Weiner,2012).AnotherbarriertosuccessfulILintegrationacrossdisciplinesisterritorialinnature,andcomesfrombothsidesofthefence.SomecoursefacultyarehesitanttoallowlibrarianstobepresentintheirLMS,ortoaccessanyoftheircontentforpurposesofcollaboration(Farrell&Badke,2015;Johnson-Grauetal,2016).Librariansontheotherhand,maynotwanttoshareInformationliteracywiththeirfacultycounterpartsacrosscampus,becausetheyfeelthatitisexplicitlytheirroletoimpartthisknowledge(Saunders,2010).ThisterritoryimposedinformationliteracytugofwarcandetereffortstointegrateILacrosstheacademiclandscapeofauniversityorcollege.Despitetheseterritorialdisputes,itisclearthatlibrariansalonecannotproductinformationliteratestudents,inadisciplinarycontext.Thesix“coreconcepts”describedintheFrameworkcannotbetaughtinasingleinformationliteracysession.Onlythroughrepeatedexposureandinstructionwillstudentsbeabletograspsuchbroadconceptsanddeveloptherangeofinformationbehaviorsneeded.And,duetotheirlevelofinfluenceonstudentlearning(nottomention,onstudents’grades),classroomfacultyareideallyplacedtohaveamajorimpactonstudents’informationliteracy(Cowan&Eva,2016).Ourproposalthereforecallsforinformationliteracytobeintegratedintothedisciplinesbyincorporatingthe“trainthetrainer”modelwithsignificantcollaborationbetweenlibrariansandsubjectfaculty.

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DesiredStudentLearningOutcomesAqualityenhancementplanfocusedoninformationliteracywillformalizeexistingeffortstointegrateconceptsrelatedtoinformation,research,andscholarshipthatarerelevantto21stcenturylearning.Thedesiredlearningoutcomesaddresstheknowledge,skills,anddispositionsthatwouldbeexpectedofNKUstudentswhereinformationliteracyiswovenintotheacademiccurriculum.ThroughtheimplementationofthisQEP,NKUstudentswillbeableto:

● Explainhowinformationiscreated,accessed,disseminated,valued,andusedinavarietyofcontexts

● Criticallyevaluatetheauthority,format,process,purpose,andperspectivebehindinformation● Utilizeinformationeffectivelyandethicallyintheirscholarlyandcreativeendeavors● Reflectonpersonalcharacteristicsandhabitsnecessarytoeffectivelyengagewithinformation,

includingcuriosity,open-mindedness,persistence,andadaptabilityThestudentlearningoutcomesbroadlyaddressconceptualknowledgeaboutinformation,practicalskillsnecessarytonavigateanduseanarrayofinformationtypesandformats,anddispositionalqualitiesthatenhanceone’sdevelopmentasaninformationliterateindividual.TheoutcomesalignwithNKU’sFueltheFlamestrategicplan.Accordingtothestrategicplan,NKUwillcommunicateandassesslearningoutcomes“thatpromoteacademicandcareersuccess.”Learningoutcomesshouldsetrigorousacademicstandardsandstrengthencriticalthinkingacrossthedisciplines.Teachinginformationliteracyconceptswithinthecurriculumisastepforwardinensuringrigorandapracticalwaytodevelopcriticalthinkingasstudentslearntodiscernbetweendifferenttypesofinformation,researchstrategies,andselectappropriateresources.Thestrategicplanalsoemphasizesthedevelopmentofskilledgraduateswhoarepreparedforeducationandexperiencesbeyondtheundergraduateyears.Asnotedelsewhereinthisproposaldevelopinginformationbehaviorsandhabitsisacommonvariableacrossdisciplines.Nomatterastudent’smajor,informationwillplayaroleintheirfuturelives.Finally,thestrategicplanalsohighlightsinstitutionalexcellenceandtheneedforexpandedprofessionaldevelopmentopportunitiesforthefacultyandstaff.Providingin-depthtrainingandeducationaboutinformationliteracywillnotonlyhelpstudentsgaininformationliteracy,butwillalsohelpfacultyandstafftodevelopnewideas,assignments,andclassroomapproachesthatmightnothavebeenpreviouslyconsidered.ActionPlanThiscampus-wideinformationliteracyinitiativewillextendthereachofILandcriticalthinkingacrossthedisciplinesatNKUandprovideaholisticapproachtodisseminatingILconceptsandstrategiestoNKU’sundergraduatestudents.ToensurethatILisintegratedacrossallacademicdisciplines,anIL

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ambassadorprogramwillbedeveloped,withtheultimategoaloftrainingaminimumofoneambassadorforeachofNKU’s24academicdepartmentsbytheconclusionoftheQEP.AmbassadorswillberesponsibleforleadingthechargeintheirindividualareastodeployILintotheirdiscipline’scurriculum.Asaresultofthisintegratedapproachacrossacademicprograms,studentswillbemoredeeplyimmersedinILconceptsandultimatelymorepreparedforlifeaftergraduation.TodevelopinformationliteracyambassadorsaSummerInstitutewillbeestablished.Theinstitutewillbelimitedto10-12facultymemberspersummerandthoseselectedwillreceiveastipendorreleasetime.ParticipantsintheSummerInstituteswillobtaintrainingandconsultationsfrominformationliteracyspecialistsfromSteelyLibraryandwillhavetheopportunitytoworkcloselywithfacultycohorts.TheInstitutewilltakeplaceover2weeks,comprisingofinpersonworkshopsandonlinemodules.Bytheendoftheinstitute,participantswillhaveaplanforhowtheywillimplementILintheirclassesandhowtheywillpresentILconceptstotheircolleagues.Planswillbereviewedbyfellowparticipantsandinstitutecoordinators.Coordinatorswillalsocheckinwithparticipantstoofferadviceandguidanceonimplementingtheirplans.Facultymemberswillberequiredtocompleteanapplicationtobeaccepted.ApplicationswillbesenttodepartmentchairsforrecommendationsofpotentialILambassadors.Inordertoreachasmanydepartmentsaspossible,onlyonepersonperdepartmentwillbeselectedtoparticipate.However,inthefirstpilotyear,twopeoplefromthesamedepartmentwillbeselected,representingatotalof5disciplines.ThiswillhelpcreatestrongadvocatesfortheQEPaswellasallowingforadjustmentstothetimelineandactionplanasneeded.ThoseselectedasILambassadorswillberequiredto:

● AttendallSummerInstitutesessions(completeallonlinemodulesandparticipateinon-campusworkshops)

● WriteaproposaldetailingplansforintegratingILcomponentsintotheirdiscipline/department● AgreetoserveasMentorsforthenextcohortofILambassadors● ProvideassessmentofILimplementationplansannually● PresentontheprogressofILimplementationtodepartmentandcampusaudiences

Plansdevelopedbyparticipatingfacultywillmeetatminimumoneofthefollowingcriteria:

● Incorporateaseriesofoneshotsessions(inspecificclasses)● Includeaoneorthreecreditinformationliteracyclass● CreateatailoredILprogramthatisapprovedbyILexperts

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Flexibilityisintentional-Junisbai,Lowe,&Tagge(2016)foundthatwhentheyusedanapproachthatwasfaculty-driven,flexible,andpragmatic,therewasasignificantimpactonstudents’ILskills(p.608).Fourlevelsofcollaborationwerenoted:nocollaboration,minimalcollaboration,intermediatecollaboration,andsubstantialcollaboration.Whileoutcomesweregreatestattheintermediateandsubstantialcollaborationlevels,therewerenosignificantdifferencesbetweenthetwolevels,showingthat“itmaynotbenecessaryforfacultytomakelibraryinstructionthecenterpieceoftheircoursesinordertohaveapositiveimpactonthequalityofstudentresearchandoutput”(Junisbaietal,2016,p.608).However,integrationandcollaborationshouldstrivetobeseamless.SullivanandPorter(2016)foundthatifILisfullyintegratedintoacourse,studentsseeitasapartofthewholecourse-notextraworkthatmaynotrequiretheirfullattention(p.37).ItwillalsoberecommendedthatparticipantsadvocatethatILisincludedasalearningoutcomefortheirprograms.However,ILskillsarecontext-dependent,and“thereshouldbediscussionswithindepartmentsregardingthestandardizationofinformationliteracypracticesforeachdiscipline”(Cowan&Eva,2016).ProjectcoordinatorswillworkwitheachparticipanttodevelopanILplanthatreflectstheirdiscipline.ILAmbassadorswillberesponsibleforworkingtointegrateILintotheirdiscipline.WhilefacultymembersmaybehesitanttotaketimetoembedILintothecourses,researchhasshownthatitneednotbeburdensomeonthefacultymembers.Infact,intheexperienceofJunisbaietal(2016)atClaremontCollege,theyfoundthatwhenfacultyandlibrarianspartneredtoteachIL,itdecreasedthefacultymember'sworkload,andstudentresearchwasshowntoimprove(p.609).Additionally,ILcanbeembeddedintoexistingassignmentsthroughthehelpoflibrarians(Najmabadi,2017).ThereareanumberofexamplesofsuccessfulILintegrationsacrosstheacademicdisciplines.Forthisparticularreport,onlyfourhavebeenhighlighted.

PurdueUniversityinIndianahashadmarkedsuccessintheirIMPACTprogram,whichinvolvestheirlibraryfacultyconsultingandcollaboratingwithcoursefacultytocreateandimproveinformationliteracyassignmentsforstudents.Theyprovideresourcesandin-depthconsultationwithfacultyastheyredesigntheircoursestoincludeinformationliteracy.Librarianshelpedprofessors“defineoutcomes,considerpedagogicapproaches,anddevelopassessmenttechniques”(Maybee,2013,p.33)TheIMPACTProgramhasnowbeeninexistencefor5yearsand225courseshavebeenredesigned(Maybee,2013).AtIndianaUniversityBloomington,thelibrarypartneredwithtwodisciplines(GenderStudiesandMolecularBiology)tointegrateinformationliteracyintotheircourses.TheywereawardedasmallgrantfromIU’sScholarshipofTeachingandLearninggroupforimplementation.Thefundsweremostlyusedasincentiveforfacultyparticipation.ThelibrariansspecificallywantedtoworkwithinstructorswhodesiredFULLintegrationofILratherthanjustafewlibrarycomponentsasadd-onstotheircourse.Thestudyinvolvedworkingwithfacultytoidentifystudentneeds,helpingwithsyllabi

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revisions,creating/revisingassignments,co-teachingandhelpingwithassessmentefforts.“Theintentionoftheresearcherswastodemonstratethat,whileresearchcompetenciesvaryamongdisciplines,thelibrarian’scontributiontofacilitatingandguidingtheimplementationofinformationliteracyeducationintovariouscoursescanfollowasimilarmodel”(Winterman,Donovan&Slough,2011,p.42).InanupperlevelBiologyclass,thelibrarianandcoursefacultymemberexaminedcoursegoals,andassignments,aresearchproposalassignmentwasdesigned,thelibrarianco-taughtthecourse,andstudentswereassessed(quantitative&qualitative)throughpreandposttesting.Studentsshoweda“markedimprovementintheirabilitiestodevelopasearchstring”,aswellasdemonstratingmoreofagrasponconceptslikeBooleanoperators,truncation,useofkeywords,anddemonstratedknowledgeofsourcesbeyondjustGoogle(scholarlydatabases,andothertypesofdocuments)(Winterman,Donovan&Slough,2011,p.46).IntheGenderstudiesclass,(a300levelclass,thegatewayclassforthemajor)thelibrarianwasembeddedintheLMS,andattendedafewclassmeetingsandprovidedinstructionaboutprimarysources,butmostlyservedintheroleofconsultantincreatingaresearchassignment.Theprofessorindicatedthatthecollaborationhad“definitelyimprovedthecourseallaroundandtheparticularassignmentsandmostofthereadings”(Winterman,Donovan&Slough,2011,p.49).Studentsindicatedknowledgeofkeydatabaseswithintheirfieldand“lotbetterstrategiestofindtherightinformation”andnewfoundappreciationforthedatabasesubscriptionsheldbythelibrary(Winterman,Donovan&Slough,2011,p.49).AftertheirsuccessfulintegrationofILintotwoacademicdisciplines,IndianaUniversityBloomingtonconcluded,“theevidencesuggeststhatthemosteffectiveapproachisatieredmodeltoinformationliteracyeducation,wherebystudentsmeetspecificinformation-relatedlearninggoalsinunisonwiththelearninggoalsofthediscipline”(Winterman,Donovan&Slough,2011,p.52).AtLoyolaMarymountUniversity,theirplaninvolvedintegratingInformationliteracyintocourselevellearningoutcomesfor“3requiredcoursesinacorecurriculum”(Johnson-Grauetal,2016,p.750).ThelibraryfacultycollaboratedandconsultedonacommitteetorefinetheILoutcomesofthesecourses.Forthisintegration,theywerestrivingfora“scalable,sustainableILprogram”(Johnson-Grauetal,2016,p.750).Thelibrariansdesignedathree-tieredInformationliteracyprogramthatalignedwiththeILgoalsfortheUniversityCoreCurriculum.Thissequentialprogramtointegrateinformationliteracyconsistedof3parts:firstyear-onlinetutorialsfromthelibrary,secondyearin-personlibraryinstruction,andthirdyear-flaggedcoursesfromdisciplines(identifiedthroughcoursemapping).Theonlinetutorialsfocusedonevaluation,usingthelibrarycatalog,anddatabases,whilethein-personinstructioninvolvedeffectiveresearchstrategiesandcollecting,evaluating,interpreting,andcitingsourcesinpapers,andknowingthedifferencebetweeninformationsourcesandhowtheydifferamongdisciplines.ILfortheflaggedcoursesfocusedonselectingevidenceforatopic,usingdiscipline-specificresources,andknowingthedifferencebetweeninformationsourcesandhowtheydifferamongdisciplines.Note:TheirflaggedcoursesaredesignatedbyLoyolaas“requiredtoassign10%or

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moreofthecoursegradebasedonassessedinformationliteracy”(Johnson-Grauetal,2016,p.753).Asofwritingoftheirarticle,81courseswereflaggedasILcourses.LMU'sinformationliteracyprogramhasreceivedmultipleawardsandcommendations.Perhapsmostnotably,IthasbeenrecognizedasanExemplaryProgrambytheAssociationforCollege&ResearchLibraries“thecombinationofUniversity-leveladoptionofinformationliteracyintothecorecurriculumandthelibrarian-createdscaffoldedapproachofintroducing,reinforcing,andenhancinginformationliteracyoutcomesmakes[LMU]amodelprogram”(Johnson-Grauetal,2016,p.755).AttheCityUniversityofNewYork(CUNY),thelibrarianspilotedanewmodelofinformationliteracyintegrationwiththreeSociologyinstructors.AtCUNY,theytookaverydifferentapproachtoforplacingILinthedisciplines--anindirectmodel,an“insideoutmodel”thathadcoursefaculty(ratherthanlibrarians)drivingthecontent.Librariansconductedfocusgroupswiththefacultymembers,andhadlibrariansservingaspeereducatorsforthisexperience.TheydidnotusethetypicalILframeworksorstandardsthatareutilizedbymanylibrariesastheirfoundationfortheintegrationbutinsteadusedthecoursefacultyastheirexperts.Throughthefocusgroups,theydevelopedspecificmatricesbasedonwhatfacultysaidabout“howtheyhopetheirgraduateswillbehavewhencopingwithorworkingwithincomplexinformationlandscapes”inorderto“fillinthematriceswiththekindsofskills,fluenciesandhabitsofmindthatpaintapictureoftheinformationliteratestudentwithinthediscipline”(Farrell&Badke,2015,p.327).Thelibrariansassertedthat“Theshifttowardco-designingmodularassignmentsscaffoldedacrosscoursesisapromisingdeparture”(Farrell&Badke,2015,p.333)frompastmodesofinstructionandtheysharedthattheyhadcreated“over150discipline-specificlearningoutcomesthathavenowbeendefinedandare,inanimportantsense,“owned”byourcollege’sSociologydepartment”asaresultofthisintegrationpilot(Farrell&Badke,2015,p.332).Thefourhighlightedinstitutionslearnedfromresearchofthefield,whichlaudedthebenefitsofanintegratedmodelofinformationliteracyacrosstheacademicdisciplines,andthereforeemployedsomeuniquestrategiesthatweretailoredtotheirinstitutions.Allfourprogramsnotedconsiderablebenefitstotheacademicdisciplines,whowereabletohavesubjectspecialiststeachingILconceptswovenintotheircurriculumsthatprovidedauthentic,relevantexperiencesfortheirstudentsattheirtimeofneed.ThelibrarianswereabletoforgedeepercollaborationswithcoursefacultyandgreatlyextendthereachofinformationliteracyeducationacrosstheircampusbecauseofthecourseintegratedILprograms.Inadditiontothestudentsuccessesidentifiedatthehighlightedinstitutions,therewasalsoevidenceofothersecondarysuccess,whichwasperhapsunexpected.Courseinstructorsweregivennewteachingideas(Winterman,Donovan&Slough,2011),courseinstructorslearnedmoreaboutinformationliteracy(Gilman,Sagàs,Camper&Norton,2017),teachingassistantsfacilitatingtheclassesshowedmarkedimprovementintheirownresearchskills(Gilmanetal,2017),andlibrarianslearnedfromthecourseinstructorsaboutpedagogyandcurriculumintheirdisciplineswhichinturnhelpedthelibrarianstoimprovetheirlibraryassignmentsandtutorials.

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OutlineforImplementationUpontheadoptionoftheQEPbytheuniversityinFall2017,theproposerswillserveasorwillchoosetwocoordinatorstoimplementtheplan.ThesecoordinatorsmeetwithQEPchairtolearnmoreabouttheQEPprocessanditsrelationshiptoSACSaccreditation.Thecoordinatorswillthoroughlyresearchtheirtopic,identifyingkeytextsandconceptsaswellasbestpracticesforteaching.Theywillusethisknowledgetodevelopcurriculumandpedagogyrelatedtotheirtopic,toorganizeandleadprofessionaldevelopmentopportunitiesforparticipatingfacultyandstaff,andtolocateaconsultantorspeakertovisitcampus.Theprofessionaldevelopment(PD)forfacultyandstaffwillincludeanintensivesummerinstituteoncontent,aseriesofregularmeetingsormini-workshops,webinars,onlineclasses,oracombinationofthesestrategies.Inaddition,PDcouldincludesyllabusbuilding,assignmentscaffolding,andassessmentstrategies.Participatingfacultyandstaffwillthenimplementnewcurriculumandpedagogyintoone(ormore)coursesduringtheFall2018pilotsemester.Inaddition,eachwillperformanassessmentoftheirindividualclassesaccordingtotheestablishedassessmentplan.ParticipantswillagreetoserveasQEPliaisons,sharingtheirknowledgewiththeirdepartmentsandprogramsandsupportingfutureparticipantsintheprogram.Assessment&EvaluationInordertoassesstheoveralleffectivenessoftheQEP,theprojectcoordinator(s)willberesponsiblefordevelopinganassessmentplanincludingbothquantitativeandqualitativemeasures,whichcouldinclude:

1. Pre-Test/Post-Testforfacultyambassadors,tobecompletedbeforeandaftertheSummerInstitute

2. CollectionandanalysisofallassessmentdatagatheredbyILambassadorsatthedisciplinelevelAtthedisciplinelevel,informationliteracyambassadorswillberesponsibleforworkingwithinformationliteracyspecialistsfromSteelyandthefacultyintheirdepartmentstodevelopaplantoassessinformationliteracywithinthediscipline.AmbassadorswillreceivetrainingonmethodsforassessinginformationliteracyaspartoftheSummerInstitute.Atthislevel,assessmentcouldincludebothquantitativeandqualitativemeasure,suchas:

1. InformationLiteracyPre-Test/Post-Test,administeredtoallstudentswithinthemajoratpredeterminedpointsinthecurriculum

2. ArtifactCollectionandReview,inwhichstudentresearchpapersarecollectedandassessedbasedonasetILrubricinordertodeterminewhethertheworkismeetingtheILoutcomes

3. Surveys,FocusGroups,orInterviewswithstudentsandfacultymembersinthediscipline

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4. Collectionofperformanceassessmentssuchasresearchlogs,reflectivewriting,selforpeerevaluations,researchdraftsorpapers,open-endedquestionresponses,bibliographies,presentations,posters,performances,portfolios,worksheetsandconceptmaps,analyzedformativelyorsummatively(Oakleaf,2014)

5. ILambassadorsdevelopdisciplinespecificILassessmentswithapprovalfromILexperts(ifadepartmentalreadyhaspre-/post-test,theycanaddILtoit)(wewillprovideatemplate)

6. ComparecapstoneprojectsofstudentswhogetILwiththosefrompreviousyearswithnoILinstruction

ConclusionThroughouttheIgnitingtheInformationLiteracyFlameQEPproposal,thevitalimportanceofacampus-wideinformationliteracyprogramforNorthernKentuckyUniversityiswellarticulatedthroughempiricaldatafromnationalreports,scholarlyliterature,andqualitativeandquantitativedatafromNKU.Informationliteracyisacrucialcomponentintoday’sdigitalagethatwillhavealastingimpactonNKUstudentsastheycompletetheirundergraduateeducationandpursueadvanceddegreesandcareers.SteelyLibrary’seffortsovertheyearstocollaboratewithacademicdisciplinesandteachstudentsinformationliteracyconceptshavebeenfruitful.However,theseeffortshavehadlimitedreachsincesofewSteelyfacultymembersarededicatedtothisinstruction.PreliminaryinternalassessmentsfromSteelyLibraryindicatethatstudentswhoweretaughtinformationliteracyconceptshaveshownmarkedimprovementinseveralareasrelatedtoresearchintheirdisciplines.Studentsdemonstratedincreasedawarenessofscholarlydatabasesintheirfieldofstudy,howtodeterminemajorfindingswithinascholarlyjournal,andtheimportanceofaliteratureinterview,amongotherskills.However,somedeficienciesremain,duetothelimitationsimposedbylearningtheseconceptssolelyfromone-shotlibrarysessions.Additionally,studentswhohavetakenthe3-creditcourse,LIN175:InformationLiteracyhavedemonstratedanumberofincreasedinformationliteracycompetenciesattheconclusionofthecourse.Unfortunately,thestudentswhohavebeenexposedtothesevitalinformationliteracyconcepts(throughthe3-creditcourseorlibraryinstruction)areactuallyintheminority.Regrettably,thedatafromNKUInstitutionalResearchdocumentsthat75%ofcurrentNKUstudentshaveexperiencednoformalinformationliteracyinstruction.Additionally,withtheexceptionofLibraryInformatics,noacademicdisciplineatNKUcurrentlyhasaprogrammaticinformationliteracyoutcome.TheseindicatorsilluminatethatagreatnumberofNKU’sstudentscouldbegraduatingwithnotabledeficiencies.AninformationliteracyfocusedQEPinvolvingmultipleacademicdisciplinescancertainlyremedymanyoftheseissuesatNKU,providingamoreconsistentframeworkofinformationliteracyeducationforagreaternumberofthestudentpopulation.TheSummerInstituteforfacultyambassadorswillallowSteelyLibrarytoutilizea“trainthetrainer”modeltoincorporateinformationliteracyacrossNKU’scurriculum.ThisintentionalintegratedapproachofprofessionaldevelopmentandtrainingwillgreatlyextendthereachofinformationliteracyacrossNKU’scampus.Byempoweringdepartmentstoconstructcustomizedinformationliteracycomponentsintotheircurriculums(ineitherlargeorsmallways),studentswillbebetterequippedtoconfrontdiscipline-specificresearch.Thisdeeper,holistic

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integrationwilldramaticallyincreasethedepthandbreadthofinformationliteracyeducationatNKUandcansignificantlyimpactstudentsuccessandretentionofNKU’sstudents,thusfuelingtheirfireforinformed,educatedlifelonglearning.Resources

● PersonnelThisprojectwillrequire2facultymemberstocoordinatetheprojectandtodevelopthecurriculumfortheSummerInstitute.DividingtheworkamongtwofacultymembersensurethatnoonepersonmustbeartheweightoftheQEPandthatknowledgeisnotlostifonepersonmovesintoadifferentroleoncampus.Thesepositionscouldbenewhiresorcouldbefilledthroughreleasetimeorreassignmentofexistingfacultymembers.Inaddition,anadministrativeassistantwilllikelybeneededtoprovidesupporttotheprojectleader(s).Thispositioncouldbeanewhireorreassignmentofanexistingstaffmember.Thecoordinatorswillchoose10-12membersoffacultyandstaffeachyeartoparticipateinprofessionaldevelopmentandeducationrelatedtoILandimplementingILintheirdiscipline.Eachparticipantwouldreceiveasinglecoursereleaseduringtheyeartheyparticipatetodevelopand/orrevisetheirowncurriculumandpedagogyinkeepingwiththegoalsoftheQEP.Theywillalsoserveasambassadorstotheirdepartment,leadingthedevelopmentofILwithintheirdiscipline.ThereisapossibilityofbringingaspeakertocampustodiscusstheimportanceofILtotheuniversitycommunity.

● PhysicalResourcesForthesummerinstitute,coordinatorswouldrequireuseofaclassroom,likelyroom300inSteelyLibrary.ACanvascourseshellwouldalsobenecessaryinordertodeployonlinematerials.SpaceforarepositoryofILmaterialsmayberequired.

● FinancialResourcesTheprojectwillrequirefundingtoprovidestipends/coursereleasetofacultymemberswhoareselectedtoparticipateintheambassadorprogram,aswellasfundingforanadministrativeassistant.AdditionalfundingwillbeneededtodeveloporpurchaseresourcesfortheSummerInstitute,whichcouldincludesoftware,books,andprinting.Coordinatorsmaywishtobringaspeakertocampus,whichwouldalsorequirefunding.TimelineFall2017

● SelectionofafinalprojectbytheQEPcommittee● Announcementand“marketing”ofQEPacrosscampus● ProposersandtheQEPchairselectprojectcoordinators/co-directors● Createanassessmentplan,includingbaselinesmeasures

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● CoordinatorsworkwithQEPchairtofurtherdevelopanimplementationplan● Researchandreviewrelevantliteraturerelatedtothetopic● PlanPDforparticipants

Spring2018● Draftaprojectliteraturereview● Developprojectcurriculum● Createacallforandselectfacultyandstaffparticipants● Introduceparticipantstoproject● Reviewandrefineassessmentplan

Summer2018● Finalizeliteraturereview● Completeinitialprojectcurriculum● Holdsummerworkshopforparticipantstodevelopcurriculum

Fall2018● Pilotprojectsincourses● Checkinwithparticipants

Spring2019● Reviewparticipantprojects● Collectandanalyzedata● Reviewandrefineassessmentplan● Projectsharingandtravel● Createacallforandselectfacultyandstaffparticipantsforthefollowingyear● Eventfornew,current,andpastparticipants● Introducenewparticipantstoproject

Summer2019● Holdsummerworkshopforparticipantstodevelopcurriculum● Pastparticipantsserveasmentorstonewparticipants

Fall2019● ParticipantsintegrateILintocourses● Checkinwithparticipants

Spring2020● Reviewparticipantprojects● Collectandanalyzedata● Projectsharingandtravel● Createacallforandselectfacultyandstaffparticipantsforthefollowingyear● Eventfornew,current,andpastparticipants● Introducenewparticipantstoproject

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Summer2020● Holdsummerworkshopforparticipantstodevelopcurriculum● Pastparticipantsserveasmentorstonewparticipants

Fall2020● Reviewparticipantprojects● Collectandanalyzedata● Eventforallparticipants

Spring2021-Spring2023● Continuetoworkwithparticipants● Assessment

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AppendixA:SteelyLibraryInformationLiteracyOutcomes

FoundationalOutcomesIunderstand…

● Informationsystemsareorganized● Allinformationsourcesdisplayaparticularperspectiveorpointofview● Thepurposeofacademicresearchistonotonlylearnnewinformation,buttosolveproblems,

answerquestions,and/orpotentiallygeneratenewideas● Whatascholarisandhowscholarsactasinformationcreators● Thedifferencesbetweensearchingadatabaseandsearchingtheinternet● Theimportanceofcitingsourcesinmyworkandwhatconstitutesplagiarism(asitisdefinedby

NKU’sstudentcodeofconduct)Ican...

● Definedifferenttypesofauthority,suchasprofessionalstatus,subjectexpertise,socialposition,orspecialexperience

● Recognizevarioustypesofsourcesbasedondistinguishingcharacteristics● Matchmyinformationneedtotheappropriatelevelofauthority,sourcetype,andresearch

toolindifferentcontexts● Conductbackgroundresearchandbrainstormingtofocusatopic,developkeywords,and

generateanappropriateresearchquestion● Definetermsconnectedtothescholarlyresearchandcommunicationprocess,suchas“peer-

review”and“scholarlyjournal”● Evaluatesourcesbyconsideringauthority,typeofpublication,creationprocess,purpose,and

pointofview● UseadvancedsearchtechniquestomakeInternetsearchingmoreefficient● Conductasearchinagenerallibrarydatabaseusingmultiplesearchboxesandavailable

limiterstolocaterelevantinformationsources● Identifyreasonswhyaninitialsearchmaynotbesuccessfulandreviseappropriately

Ivalue...● Thecontributionsthatmultipleperspectivesprovidetomyresearch● Theassistancethatotherscanprovideaspartofmyresearchprocess● Theroleofthelibraryasacontributortomyacademicsuccess

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Advanced(Discipline-Specific)OutcomesIunderstand…

● Informationmaybefreeorproprietaryandnotallindividuals/groupshavethesamelevelofaccess

● Theethicalresponsibilitieswithinmyfieldtoseekoutauthoritativeinformationandthepossibleprofessionalconsequencesofrelyingonnon-authoritativeinformation

● Theneedforattributiontolendcredibilitytomywork,facilitatethescholarlyconversation,andextendknowledgeinthefield

● Howtheactofsearching,includingmistakesorserendipity,caninfluenceandpotentiallychangethedirectionofresearch

● Thenecessityofusingofmultipleresourcesandsearchsystemswhenconductingresearch● Thepurposeofaliteraturereviewistonotonlyexpandmyknowledge,butalsotobuildon

previousknowledgeinmydisciplineIcan...

● Determinewhatmakesasourceauthoritativewithinaparticulardiscipline● Distinguishbetweendifferenttypesofscholarlyarticles● Criticallyevaluatesourcestoidentifyinformationgaps,contributionstothetopic,and

suggestionsforfutureresearch● Recognizesituationsinwhichnon-academicsourcesorinformationpostedininformalvenues

contributetothescholarlyconversationinmydiscipline● Identifyandusegeneralanddiscipline-specificsearchsystemsbasedoninformationneed● Usedatabasethesauriandcontrolledvocabularytorefineandfocussearches● Developasystemfororganizingandmanagingcitationsandotherresourcesrelatedtoresearch

interests● Tracecitationsinordertofollowtheconversation,identifyadditionalsources,andreveal

changesinperspectiveovertime● Summarizemajorconclusionsorfindingsinscholarlysources

Ivalue...● Thecontributionthatworksoutsideofmydisciplinemaymaketomyresearch● Persistenceandflexibilityasattributesofexperiencedresearchers● Theimportanceofusinginformationtoguideconclusions● Myabilitytocontributetotheacademicconversationatanappropriatelevel

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