ACRL News Issue (B) of College & Research Libraries C&RL News ■ May 1998 / 347 Integrating information literacy into the curriculum How is your library measuring up? by C erise O b e r m a n , B o n n ie G ra tc h L in d au er, a n d Betsy W ilso n I ntegrating Information Literacy into the Curriculum,” was the subject o f a recent panel presentation at the American Associa­ tion o f Higher Education (AAHE) on March 24, 1998, in Atlanta, Georgia. This panel pre­ sentation, moderated by Althea Jenkins, ACRE executive director, was geared toward educa­ tional administrators, including presidents, pro­ vosts, and academic vice-presidents. As such, a unique instrument for this panel presenta­ tion w as d e v elo p ed by C erise O b erm an (Plattsburgh State University o f New York) and Betsy Wilson (University o f Washington) to assist the audience in evaluating their own institutional information literacy readiness: the Information Literacy IQ te st.1 Unlike traditional IQ tests that measure an intellectual quotient, this IQ test measures an institutional quotient. Participants were asked to complete the IQ test by simply answering all the statements either true or false, totaling the num ber o f “true” statements, and then matching that total to the five distinct stages identified: “First Steps,” “On Your Way,” “Ex­ perimenting,” “Full Speed Ahead,” and “Model Program.” This IQ provided an instantaneous snapshot o f where an institution may find it­ self on a continuum o f information literacy program readiness. The first two stages, “First Steps” and “On Your Way,” are critical foundational stages in preparing an institution to understand and em brace information literacy as a critical com ­ ponent o f higher education. The “Experiment­ ing” and “Full Speed Ahead” stages are the realization o f the earlier conceptual stages. And the last stage, the “Model Program” stage, is the penultimate accomplishment. Under each o f the five stages a series o f strategies are sug­ gested to assist institutions toward moving to the next stage. The panel presentation that followed was constructed to expand upon som e o f the strat­ egies that were outlined in the Information Literacy IQ test by answering the three most comm on and critical questions that are asked by all institutional planners when designing or redesigning information literacy programs: “What are essential information literacy com petencies and how are they being used by different educational associations (i.e., ac­ crediting agencies, states, or university sys­ tems)?” Bonnie Gratch Lindauer, o f the City College o f San Francisco, addressed this ques­ tion by providing an overview o f information literacy com petencies and initiatives by pro­ fessional organizations, state university sys­ tems, and individual institutions. This infor­ mation was particularly relevant to those in­ stitutions at the “First Steps,” “On Your Way,” or “Experimenting” stages. “What critical building blocks must be in place to ensure a successful information lit- (c o n t in u e d on p a g e 3 5 2 ) A b out the authors Cerise Oberm an is dean o f library an d inform ation services at Plattsburgh State University o f N e w York, e-mail: cerise.oberman@plattsburgh.edu; Bonnie Gratch Lindauer is reference/instruction librarian at City College o f San Francisco, e-mail: bgratch@ccsf. cc. ca. us; Betsy Wilson is associate director o f libraries for public services at the University o f Washington, e-mail: betsyw@u. washington.edu; mailto:cerise.oberman@plattsburgh.edu washington.edu 348 / C&RL News ■ May 1998 The In fo rm a tio n Literacy IQ (In s titu tio n a l Q u o tie n t) Test This IQ test is designed to help you determine the readiness o f your institution in integrating information literacy into your curriculum. Respond to each state­ ment by marking it true or false. Total all the number o f true statements you have marked and compare your rating with the chart on the reverse side. ( c o n t i n u e d o n n ex t p a g e ) C&RL News ■ May 1998 1349 Your IQ score (sum o f all the statements you marked true) provides you with a relative ranking o f where your institution may he in terms o f developing an information literacy program . The following chart is prepared to assist you in moving your institution forward with an information literacy program, based on your IQ score. I f your total score is: 0 -3 You are ta k in g “ First Steps” Why not initiate a local discussion with librarians and faculty about the role o f information literacy on your campus? • Invite a librarian/faculty member from a model program to assist you in beginning a discussion. • Identify and share some articles on information literacy. • Check out selected Web sites on information literacy. • Identify your regional accreditation requirements for information literacy. 4 -6 You are "On Y o u r W a y ” Why not form a campus committee or utilize an existing committee, such as a teaching, learning, and technology roundtable to address information literacy? • Define information literacy. • Develop a program proposal for information literacy. • Identify faculty-librarian development opportunities or propose them. 7 -9 You are "E x p e rim e n tin g " Why not implement a pilot information literacy program? • Examine “best practices” at institutions similar to your own. • Construct an assessment tool. • Consider scalability. 10-11 You are "Full Speed A h ead " Why not consider establishing a fully developed information literacy program? • Provide an evaluation of the pilot program. • Clearly articulate the goals of a fully developed information literacy program to faculty and students alike. • Construct a mechanism for continual evaluation and renewal. 12 + You have a "M o d e l Program " Why not consider sharing your information literacy program as a model program? • Give a paper at a professional meeting (e.g., AAHE, EDUCOM, CAUSE, a conference in a discipline). • Maintain a Web site that is linked to the NILI Web site. • Publicize your success and share your experiences. — Designed by Cense Oberman a n d Betsy Wilson 3 5 0 / C&RL News ■ May 1998 Compilation of Core Information Literacy Competency/Outcomes for Undergraduates The following “Compilation o f Core Information Literacy Competencies/Outcomes for Un­ dergraduates” has been prepared as part o f the AAHE panel presentation on information literacy. Bonnie Gratch Lindauer reviewed many source documents coming from individual academic libraries, university systemwide reports (e.g., California State University’s “Report on Information Com petence,” 1995 and State University o f New York’s Council o f Library Director’s “Report on Information Literacy,” 1997), state department o f education or state library organization documents (e.g., Colorado Department o f Education’s “Model Informa­ tion Literacy Guidelines,” 1994), and from the AASL/AECT’s document “Information Literacy Standards for Student Learning,” 1996. While the exact wording varies from source document to source document, what is comm on among most o f the documents consulted is the exist­ ence o f the ideas expressed in the eight broad categories o f information literacy competency areas. Students w ho are inform ation literate can: I. Recognize and articulate information need 1. Student states a research qu estion, problem , or issue. 2. Student defines a m anageable focus and timeline. II. Develop effective search strategies 1. Student determ ines the inform ation req u irem en ts for the research q u estio n , problem , or issue. 2. Student determ ines what category o f information resource is most relevant to the information need and develops a plan to search for needed information. III. Select and use information retrieval tools 1. Student se le cts and uses effe ctiv ely in fo r m a tio n re tr ie v a l t o o ls , in c lu d in g m o d ify in g th e s e a rc h s tra te g y fo r any given tool in re sp o n se to the results o b ­ tained . 2. Student uses the te ch n o lo g ica l to o ls for a cce ssin g inform ation. 3. Student can a c c e s s and effe ctiv ely use the cam pu s inform ation system s, in­ form ation netw orks, and the In tern et to lo c a te in fo rm a tio n a p p r o p r ia te to th e need. IV. Locate and retrieve information ources 1. Student co rrectly interprets b ib lio ­ raphic citations and Internet equivalents nd know s how to obtain cited items. 2. Student uses interlibrary loan, d o cu ­ ent delivery, electron ic transm ission, or ther m eans to obtain material not avail­ ble locally. s g a m o a V. Analyze and critically evaluate inform ation 1. Student analyzes and critically evalu­ ates the results o f a search for accuracy, relevance, tim eliness, authority, etc. 2. Student filters large amounts o f infor­ mation and distinguishes among facts, points o f view, and opinion. VI. Organize and synthesize inform ation 1. Student synthesizes inform ation from a variety o f sources and organizes inform a­ tion for practical application. VII. Use/apply information 1. Student applies inform ation to criti­ cal thinking and problem -solving situations. 2. Student com m unicates using a vari­ ety o f information technologies. 3. Stud ent in teg rates in fo rm atio n re ­ sources into academ ic discourse. 4. Student produces and communicates in­ formation in effective and appropriate formats. VIII. Awareness and attitude form ation about inform ation and inform ation technology 1. Student is aw are o f the ethical, legal, and socio-political issues surrounding in­ formation and information technology, such as copyright and the responsibility to prop­ erly credit inform ation sources. 2. Student a p p re cia te s that the skills gained in inform ation co m p eten ce en able lifelong learning. 3. Student is aw are o f the difference b e ­ tw een inform ation and know ledge. 4. Student is aware o f the structure and dissemination channels o f the global infor­ mation environment. — B o n n ie Gratch L in d au er C&RL News ■ May 1998 1351 Information literacy: Best practices and models California State Universîty-San Marcos Inform ation literacy is identified as one o f the five areas required within CSUSM’s general education program o f study. G eneral education courses include an inform ation literacy com ponent. The mission o f the inform ation literacy program is to infuse throughout the curriculum the teaching o f inform ation theory, concep ts, skills, and use o f the library to the CSUSM com m unity and formal CSUSM outreach programs, focusing on those skills n e c e s s a r y fo r a c c e s s in g , re tr ie v in g , e v a lu a tin g , an d u sin g in fo r m a tio n , h t t p : / / w w 2 .c s u s m .e d u /lib r a r y /I L P /in d e x .h t m Florida International University-Miami FIU’s inform ation literacy initiative is a partnership o f the university libraries, the Acad­ emy for the Art o f Teaching, and individual FIU faculty. T h e initiative focuses on “changes in the way w e teach students and support their learning can m ake a significant differ­ en ce in students technological sophistication and critical thinking skills.” The inform a­ tion literacy initiative helps faculty find ways to provide information literacy skills to students within the context o f individual courses and disciplines. The initiative plans the integration o f a seq u en ce o f inform ation literacy exp erien ces into the curriculum, pro­ viding w orkshops and yearlong working sessions for groups o f faculty and entire depart­ ments. h ttp ://w w w .fiu .e d u /-lib r 6 ir y /ili/ilih r o c .h tm l Pierce College-Lakewood, Washington Pierce College has used the outcom es assessm ent based m odel to articulate inform ation com p etency objectives. Pierce C ollege believes that its students need to find, use, and evaluate inform ation in progressively com p lex ways. Pierce C ollege has developed cur­ riculum -based inform ation com p etency objectives, and faculty have applied these o b je c ­ tives in disciplinary programs. A description o f the approach is provided in Debra Gilchrist’s “To EnABLE I n fo r m a t io n C o m p e te n c y : th e A b ilities M o d e l in L ib r a r y In s tr u c tio n .”1 h ttp :// w w w p i e r c e , e t c .e d u / Ulster Community College-Stone Ridge, New York Ulster Community College librarians and faculty developed a for-credit inform ation lit­ eracy program and have involved teaching faculty from various academ ic disciplines in delivering the courses. Librarians recognized that they could never teach enough se c­ tions and that many faculty did not know how to integrate inform ation literacy into their courses. A collaborative faculty developm ent program supports instructors w ho teach the inform ation literacy course and wish to incorporate new inform ation resources into disciplinary courses. h ttp ://w w w .u lster.c c .n y .u s /lib c o u r .h tm University of Iow a-Iow a City By using appropriate new inform ation technology and interactive instructional programs, the University o f Iowa library seeks to support the information literacy o f the greatest num ber o f students and faculty. Current efforts include: • L ib r a r y E x p lorer. A W eb-based tutorial, w hich includes interactive segm ents dealing with all aspects o f library research. • I n fo r m a t io n A r c a d e . A prize-w inning advanced facility for using electronic inform a­ tion and multimedia for teaching, research, and independent learning. • Twist. A three-year project to create a m odel training program for librarians and faculty on netw orked inform ation resources, h t t p ://w w w .lib .u lo w a .e d u /in fo .h t m l (c o n t. o n n e x t p a g e ) http://www.fiu.edu/-libr6iry/ili/ilihroc.html http://www.ulster.ee.ny.us/libcour.htm http://www.lib.ulowa.edu/info.html 352 I C&RL News ■ May 1998 University of Washington-Seattle UWired was created to provide resources and support to help find effective ways to integrate information literacy and technology in teaching and learning at the University o f Washington. Founded in 1994 as a collaboration o f the university libraries, com puting and com m unications, and the O ffice o f Undergraduate Education, UWired has grown from a small pilot project for a small num ber o f incom ing freshm en to a cam pus-w ide initiative that serves thousands o f students and hundreds o f faculty. Partners in the UWired collaboration now include Educational O utreach and the O ffice o f Educational Partner­ ships. The UWired collaborators believe that “the future o f higher education will be determ ined in large part by how individuals and institutions respond to the challenge o f inform ation technology and inform ation literacy.” Among UWired’s m ajor accom plishm ents are: 1) w orking with the Freshm an Interest Group program to insure that incom ing students are prepared to use new inform ation technologies; 2) a fram ework for the instruction and assessm ent o f inform ation literacy; 3) supporting the educational activities o f student athletes; 4) assisting the Interdiscipli­ nary Writing Program with the incorporation o f technology into their curriculum; 5) developing and team -teaching an inform ation literacy credit course; 6) building and maintaining the UWired Collaboratories and the UWired Comm ons; 7) operation o f the faculty UWired Center for Teaching, Learning, and Technology; and 8) outreach to the K -1 2 community. http://w w w . w a s h in g t o n .e d u /u w ir e d / Other institutions Inform ation on a wide-variety o f institutions and app roaches to integrating information literacy into the curriculum can b e found on the University o f South Florida’s information literacy Web site at h t tp ://w w w .c a s .u s f.e d u /lis /il/. Note 1. In Shirato, Linda, P r o g r a m s t h a t Work, Library O rientation Series, 28 (Ann Arbor: Pierian Press, 1997). — L iz a h e t h (B etsy ) W ilson (In tegratin g i n f o … c o n tin u e d f r o m p a g e 3 4 7 ) eracy program?” W hile the IQ test identifies som e o f these, W ilson presented the critical structural com ponents for implementing and maintaining an effective information literacy program. W ilson also identified som e e x ­ emplary or best practices in inform ation lit­ eracy programs from across the country (see sidebar). Institutions that were “On Your Way,” “Experimenting,” or “Full Speed Ahead,” were particularly interested in this overview. “W here can my institution seek assistance in the developm ent and delivery o f infor­ m ation literacy program s?” O b erm an ad ­ dressed this question by sharing the work and plans for the National Inform ation Lit­ eracy Institute (NILI) that are currently un­ derw ay.2 The mission, goals, and four ini­ tial program m atic initiatives, including an immersion program, best practices and as­ sessm ent seminar, com m unity partnership program, and the NILI Web site w ere shared. The NILI initiative is relevant to all the IQ stages from “First S tep s” through “Model Program .” The program was well received by the audience and the Inform ation Literacy IQ test was successful in giving individuals an opportunity to assess their own institutional progress on inform ation literacy. Notes 1. T he Inform ation Literacy IQ test will b e available on the NILI W eb page at http://w w w .ala.org/acrl/nili/nilihp.htm l. 2. Betsy W ilson presented this portion o f the program due to a blizzard in the north­ east that prevented Cerise O berm an from attending. washington.edu/uwired/ http://www.cas.usf.edu/lis/il/ C&RL News ■ May 1998 / 353 3 5 4 / C&RL News ■ May 1998