Information Literacy:

Sequenced, Tiered,

and Integrated Julie Biando Edwards, Samantha Hines, Tammy Ravas,

Sue Samson, Megan Stark

Mansfield Library, University of Montana

August 15, 2013

IFLA Pre Conference of Info Literacy & Reference Services

Mansfield Library, University of

Montana

Photo Courtesy of Mark Fritch, University of Montana

From bibliographic instruction to

information literacy

The central mission of

Mansfield Library instruction is to create information

literate students who know

how to find, evaluate, and

use information effectively and ethically.

Photo Courtesy of Mark Fritch, University of Montana

Library Curriculum Task Force (2008):

“Question, explore, and codify the curriculum delivered during various levels of student experience. With input from all library faculty, the committee will create standard student learning outcomes to be considered for implementation across the library curriculum.”

1. Identify current library instruction practices and strategies across disciplines.

2. Identify best practices for library instruction at varying levels of education (first-year through graduate).

3. Develop a standard library curriculum and learning outcomes for this curriculum.

4. Investigate pedagogical best practices and facilitate the sharing of these practices for the best implementation of the library curriculum.

New Curriculum = New Tools

o Map outcomes and skills to the Association of College and Research Libraries Information Literacy Standards.

o Break courses down into academic level, from first year

through graduate courses.

o Eliminate duplication in instruction.

Information Literacy Framework table and

Information Literacy Rubric table:

http://www.lib.umt.edu/informationliteracy

Photo Courtesy of Mark Fritch, University of Montana

Information Literacy

Rubric

Librarians. . .

o Work collaboratively with faculty in all the departments,

schools, and colleges.

o Target research and writing courses in all majors.

o Serve as research consultants and pedagogical guides to

students and faculty.

Photo Courtesy of Mark Fritch, University of Montana

Strategic Integration –

First Year Curriculum

The strategic integration of

information literacy into

the Mansfield Library curriculum begins with first-

year initiatives that serve

as the basis for information literacy instruction in the

disciplines at the junior

and senior levels.

Photo Courtesy of Mark Fritch, University of Montana

Strategic Integration –

Second, Third, and Fourth Year

Skills acquired at

the 100 level are

built upon in

subsequent

years.

Photo Courtesy of Mark Fritch, University of Montana

Strategic Integration –

Graduate Level

The University of Montana offers masters or

doctorate degrees in 39 departments, each

served by a liaison librarian with subject-area

knowledge and experience.

Photo Courtesy of Mark Fritch, University of Montana

Strategic Integration –

Two Year Programs

The librarian at the

two year campus

often tries novel

ways to integrate

information literacy.

Photo Courtesy of Mark Fritch, University of Montana

Assessment

Instruction assessment at the Mansfield Library

includes or has included all of the following:

• online feedback from students;

• online feedback from faculty whose class is

receiving information literacy instruction;

• online learning outcomes assessment tiered

to 100, 200, 300, 400, and gradate levels;

• teaching portfolios;

• peer review of teaching (PROT); and

• faculty research.

Future Directions

Photo Courtesy of Mark Fritch, University of Montana

Questions? Photo Courtesy of Mark Fritch, University of Montana

Bibliography

• Bulaong, Grace, Helen Hoch, and Robert J. Matthews. "Competency Rubric: Information Literacy Resources." New Jersey City University Guarini Library. Last modified August 22, 2012. http://www.njcu.edu/guarini/instructions/Rubrics.htm.

• Greer, Ann T. "A Model for the Delivery and Evaluation of Asynchronous and Interactive Synchronous Library Services at Southern Adventist University." PhD diss., Graduate School of Computer and Information Sciences, Nova Southeastern University, 2001. ProQuest (3052298). (pp. 87-89)

• Samson, Sue . 2010. Information literacy learning outcomes and student success. J. of Academic Librarianship, 36(3): 202-210.

• Samson, S. and K. Granath. 2004. Reading, writing, and research: added value to university first-year experience programs. Reference Services Review, 32(2): 149-156

• Samson, S. and D. McCrea. 2008. Using peer review to foster good teaching. Reference Services Review, 36(1): 61-70.

• Schroeder, Robert. "A Developmental Information Literacy Matrix: A Tool for Focus, Clarity, and Communication." Poster presented at the 13th Association of College and Research Libraries Conference, Baltimore, MD, March 2007.