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					Information Literacy in the First Year:
     Collaborating, Planning and
      Assessing at Austin Peay

Ms. Lori Buchanan, Instructional Services Librarian and Professor,
Ms. Gina Garber, Digital Services Librarian and Assistant Professor,
           and Dr. Susan Calovini, Professor of English
                   Austin Peay State University
Integrating Freshman Level Information Literacy

Librarians were involved from the beginning in the planning and
implementation of the first-year experience program.

Collaboration between librarians and other members of the
University Community was crucial in achieving the integration of
information literacy outcomes into the first-year curriculum.

Formative assessment of information literacy learning outcomes
occurred in the first-year course, APSU 1000.
Instructor/Librarian surveys & focus groups were used to gather
information regarding the information literacy instruction.
Teaching Information Literacy in APSU 1000:
    An English Professor’s Perspective
            Bridging the Campus Divide

APSU 1000 ----------- Information Literacy --------------- APSU
 Planners:                Component                       Faculty:

“Student                                               “Academic
Success”                                                Success”
  Goals                                                   Goals
The APSU 1000 Information Literacy Goal
is to prepare students so that all faculty may expect
them to be able to

•use the Library Website and the
physical library as a gateway to high quality, academic
information sources,

•begin to search library databases effectively (Boolean
operators, keyword searching, truncation),

•begin to evaluate and select sources appropriate for
college-level work, and

•cite sources in different styles, paraphrase
correctly, and avoid plagiarism.
                                                    Sections Summary

                                                  Quiz Responses
                                                 Librarian Reports
                              Select a section below to see the quiz report for that section

                                             View Librarian Section Report

                                           View Librarian's All Sections Report

                                                  Quiz Responses
                                                 Professor Reports
                              Select a section below to see the quiz report for that section

                                             View Professor Section Report

                                           View All Sections Professor Report

LILT Dynamic Quiz Database Report System
       built by Aaron Dobbs, APSU
      How do we use the LILT quiz results?
• to determine library instruction content specific to each
  APSU 1000 section

• to make future modification of LILT content

• to further collaborative efforts between librarians and
  instructors to insure that students become information

• to provide evidence that we are systematically assessing
  student learning outcomes and using the results to
  improve teaching and learning
What do the LILT Quiz Results Tell Us? – one example

 Every information source that presents a single
 viewpoint on an issue (e.g., the American Cancer
 Society website’s view on smoking) is biased, that is, it
 promotes support for a particular viewpoint. [True or
 False] - Question 8, Module 5

 771 correct responses; 77% of the total participants

 IL Standard 3 (Critical evaluation of information and its
 sources), Outcome: The information literate student
 demonstrates an understanding that information in any
 format reflects/supports a point of view and may be
 designed to trigger emotions.
               Critically Evaluating Websites
                       Active Learning

Select a topic and find several websites to share with students. The
selected websites should 1) cover opposing viewpoints on the issue, 2)
contain at least one very authoritative site (Congressional Research
Service web pages), and 3)contain an obviously unsuitable source of
information for an academic paper or speech.

Have students break into groups to discuss which websites are suitable for
academic work and discuss why. The point of the exercise is to help
students determine the criteria for selecting high quality, academic sources
to use in their college work.

Reinforce important evaluation criteria points by using the A-B-C webpage
at and the evaluation examples
        Example Websites for Gun Control

If You Don’t Kill It & Grill It, Who Will? Says Ted Nugent

Issue Brief for Congress received through the CRS Web –
   Gun Control Legislation in the 108th Congress

The Coalition to Stop Gun Violence, “Mr. President, You
  Broke Your Promise”

National Rifle Association-ILA, “The Top 10 Reasons The
  Clinton Gun Ban Should Expire”
          If You Don't Kill It & Grill It, Who Will?

Buy Now                                                Buy Now
Source: Gun Control Legislation in the 108th
Congress (Congressional Research Service)
Source: The Coalition to Stop Gun Violence Website

excerpt from the “About Us” page:

The Coalition to Stop Gun Violence (CSGV) emerged from
the civil rights movement in the early 1970s and pushes a
progressive agenda to reduce firearm death and injury. We
were founded on the principle of collaboration, meaning
that we work closely with other organizations to achieve our
common goals.
  Source: National Rifle Association Website

Who We Are, And What We Do

Established in 1975, the Institute for Legislative Action
(ILA) is the “lobbying” arm of the National Rifle Association
of America. ILA is committed to preserving the right of all
law-abiding individuals to purchase, possess and use
firearms for legitimate purposes as guaranteed by the
Second Amendment to the U.S. Constitution.
 What else do the LILT quiz results tell us?

You can avoid plagiarizing by: [select the correct response or
responses] - Question 4, Module 6

461 correct responses; 57% of the total participants

IL Standard 5 (Ethical use of information), Outcome: The
information literate student demonstrates an understanding of
what constitutes plagiarism and does not represent work
attributable to others as his/her own.

IL Standard 4 (Effective use of information to accomplish
purpose), Outcome: The information literate student
integrates the new and prior information, including quotations
and paraphrasings, in a manner that supports the purposes of
the product or performance.
  What else do the LILT quiz results tell us?

The statement “Information is selected through a
review process: best describes information found:
[select the correct response] -Question 2b, Module 1

1620 correct responses; 78% of the total participants

IL Standard 1 (Identifies types and formats of
information), Outcome: The information literate
student knows how information is formally and
informally produced, organized, and disseminated.
  What else do the LILT quiz results tell us?

Using the connector AND broadens your search; you
will get more records back. [True or False] - Question 9,
Module 2

1307 correct responses; 75% of the total participants

IL Standard 2 (Accesses information effectively and
efficiently), Outcome: The information literate
demonstrates an understanding of the concept of
Boolean logic and constructs a search statement using
Boolean operators (AND, OR, NOT).
What else do the LILT quiz results tell us?

Which of the following is a good use of the “Invisible
Web” (web sources that libraries buy and deliver)?
[select the correct response or responses] -
Question 4, Module 5

811 correct responses; 80% of the participants

IL Standard 5 (Economic, legal, and social issues
surrounding the use of information), Outcome: The
information literate student describes differences
between sources available on the “Public Web” and
in the Library.
    Course Assessment: Instructor & Librarian Surveys

    (Instructor Completion Rate = 37 of 44; Librarian Completion Rate = 12 of 12)

Instruction deemed most helpful to students by the instructors (#s):

•   Using search strategy techniques (e.g., Boolean operators) 24
•   Using the Library as a gateway to quality academic sources 22
•   Citing, paraphrasing, and avoiding plagiarism 20
•   Evaluating and selecting appropriate sources for college work 16
•   Taking the Felix 9 Lives Self-Guided Tour/Librarian-led tour 13

Instruction deemed most helpful to students by the librarians (#s):

9 yes, 3 maybe Library as a gateway
9 yes, 3 maybe Search strategy techniques
8 yes, 4 maybe Felix 9 Lives Self-Guided Tour/Librarian-led tour
8 yes, 3 maybe, 1 no Citing, paraphrasing, avoiding plagiarism
6 yes, 6 maybe Evaluating and selecting sources
  Course Assessment: Instructor & Librarian Surveys

• How many library sessions should be included in APSU 1000:

   Two or more - 29 instructors           One – 8 instructors
   Two or more - 11 librarians            One – 1 librarian

• Use of LILT in future APSU classes:

  Instructors            26 YES           11 Maybe
   Librarians            12 YES

• Collaborated with librarian or instructor in front of the students

   YES 19 instructors             NO 18 instructors

   YES    6 librarians            NO    6 librarians
  Course Assessment: Instructor & Librarian Surveys
Instructor interest in collaboration with librarians in discipline
   YES 25               Maybe 10                 No 1

Co-creation of library-related assignments for a class
  YES 18                MAYBE 14             No 2

Collaboration on a classroom presentation
  YES 23              Maybe 9             No 4

Development of a web page
  Yes 7             MAYBE 16                    NO 10

Construction of a web tutorial
  Yes 8               MAYBE 15                  NO 11
                     When asked if they thought that library
                     instruction improved quality of career profile
                     paper, APSU 1000 instructors said


                             41%                               No


Created by Nancy Snyder
                          Did library instruction lay a good foundation in
                          library use for later academic success? APSU
                          1000 instructors responded that

                                                                 Students learned a
                                                                 great deal
                                                                 Time will tell
                                                                 Not sure

                     38%                                         Students already

Created by Nancy Snyder
                          Can faculty now expect students to find/use
                          high quality information? APSU 1000
                          instructors responded



                                                                 Definitely Yes


Created by Nancy Snyder
APSU 1000 Instructor/Librarian Focus Group Results

• LILT (Library Information Literacy Tutorial):
  helpful introduction to the library; should be required of all students;
  instructors should become familiar with LILT content and they
  should hold students accountable for it

• Library Research and Essay Assignment (Career Profile):
  important to the APSU 1000 course; provides students with an
  opportunity to practice library skills that they can transfer to other
  situations; modify the assignment into a journal format or call it a
  “report” so that students understand that research is required

• LICR (Library Instruction and Computer Room):
  all library instruction sessions need to occur here, because 1)
  students need to enter the Library, 2) the needed instructional
  technology is consistently available, and 3) it provides comfort
  zone for the librarians
from the APSU First-Year Experience Student Survey:

APSU 1000 helped me to improve my ability to use
the APSU library effectively.

                                   Not at all

• Librarians and instructors should collaborate to make
  sure that students gain information literacy knowledge,
  skills, and values that will prepare them to succeed both
  academically and in life.

• Assessment should be included in the course planning
  process and the results used to improve instruction.

• Once an information literacy foundation is laid at the
  freshman level, librarians and instructors should work
  together to see that more advanced information literacy
  outcomes are addressed and become articulated across
  the curriculum.
Thank you for attending today!


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