Special features of program relevant to this grant based on the checklist items
which deal with “extent of your Information Literacy program”:
Potential Austin Peay State
University (APSU) courses which could be targeted for this project include
Psychometrics (3000 level) and Psychology Research Methods (3000 level), Social
Work Practice Methods II (3000 level) and HIV and Social Work (4000 level), a
graduate Health Research course (5000 level) and two freshman level courses.
Detailed collaboration with the Psychometrics instructor, who specializes
in assessment, is described in the Librarian/Faculty Collaboration Section (6)
Thirteen years ago, APSU
Library faculty worked with Composition and Speech faculty to develop the two
Writing, Speaking and Researching across the Curriculum courses offered through
the Heritage Program. HUM 1010
covers writing, speaking and researching in the sciences, social sciences and
history; HUM 1020, covers writing about literature.
Library instruction with graded library assignments is integrated with
the documented essays and speeches that students write and deliver.
Librarians participate regularly in class discussion.
They work closely with the Composition and Speech instructors to
integrate information literacy into the writing, speaking and researching
processes that students learn. Present
course assessment includes student perception essays regarding the writing,
speaking, and researching components, as well as instructor feedback and a
review/revision process by librarians each semester.
The ACRL Information Literacy Competency Standards for Higher Education and
the ACRL Instruction Section Objectives
for Information Literacy Instruction by Academic Librarians (First Draft)
are being used to improve Heritage library instruction, which in turn, shapes
course-related instruction found elsewhere on campus.
Both the Library’s Mission
Statement and Goals and the University’s Mission Statement address information
skills and lifelong learning. Below
are pertinent excerpts:
among its functions is teaching and the provision of information literacy
opportunities to all levels of the University community, in order to equip its
members with the skills needed to be competent life-long learners.”
- Library Mission Statement
role of teaching and instruction in all venues and forms, including individual
and technology-based instruction and formal course-integrated sessions.”–Library
creative mechanisms enhancing the Library’s constituents’ information
literacy, critical thinking skills, and life-long learning.”–Library Goal 2
promote critical thinking, communication and information skills, leadership, and
a commitment to lifelong learning.” –University
Faculty Orientation sessions are offered regularly for new faculty and
academic department liaisons. Workshops
are scheduled with individual departments; currently, the User Education
Librarian is preparing a faculty workshop about the Library’s electronic
literature resources. Using these electronic resources to enhance students’
information literacy skills will be discussed.
Also during Spring, 2001, a campus-wide information literacy workshop is
planned for faculty. Selected
faculty will be invited to serve on a team to guide implementation of the
Information Literacy Action Plan developed by the User Education Librarian
during the August, 2000 ACRL Information Literacy Immersion Institute.
For more information about this Action Plan, which involves assessing
learning outcomes, see the Institutional Support Section (5) below.
“Special aspects of institutional support that would be relevant to this
“The educational experience
is complemented and expanded through creative use of technology,
interdisciplinary programs, team teaching, cooperative learning, community
service, international programs, and collaborative research between faculty and
students.” – University Mission
Statement APSU library
faculty have strong institutional support.
Their involvement in curricular initiatives (e.g. the Heritage Program),
in technology planning and in collaboration with other faculty is encouraged and
rewarded. Professional development
opportunities such as the ACRL Information Literacy Immersion Institute have
been fully supported.
APSU librarians have a long
history of working closely with other faculty and computing staff in various
ventures, such as providing Internet training for Tennessee
teachers and public librarians. We
serve as members and leaders of the campus Technology Board, the Academic
Technology Council, the Technology Funding Review Committee and the Campus
Computer Lab Committee, which were all formed as a result of a strong grassroots
movement in which several librarians were involved.
In addition, the Library’s Acting Dean serves as an academic adviser.
The APSU Library provides a full array of electronic based resources and
online instructional materials via the Library’s Website at <http://library.apsu.edu>. These resources are available anywhere at anytime.
Institutional support for the Library’s instruction program has been
very strong. In 1994, the User
Education Librarian wrote a proposal seeking funding for a Library Instruction
and Computer Room (LICR) in preparation for the advent of electronic information
sources. That same year, University
administrators responded with over $110,000 to build and equip the LICR with 24
computers, 12 printers, a LCD projector and a video networking system.
In 1998, all computers, printers and the video networking system were
replaced. Funding for a laptop
computer and portable LCD projector to provide distance instruction were
recently approved. A third
replacement cycle for LICR computers and printers occurs next year.
The latest instructional support from APSU administration resulted in the
User Education Librarian participating in the ACRL Information Literacy ‘00
Immersion Institute in Seattle last August.
In the Case Study written prior to the Institute and the Action Plan
developed during the Institute, the User Education Librarian focused on
formalizing information literacy activities on the APSU campus and developing an
implementation timetable. The plan
includes selecting a team of library faculty and other campus faculty to guide
the process of
creating local student information literacy
outcomes based on the ACRL Information
Literacy Competency Standards for Higher Education
reviewing and modifying instruction to teach toward
these outcomes, and
developing a means to assess these outcomes
are currently underway to implement this plan, including finalizing a definition
of information literacy for the APSU Community.
Participation by the User Education Librarian in this grant project will
build on the assessment training received during the Immersion Institute.
Moreover, this project’s training will greatly enhance current efforts
by Library and other faculty to develop outcomes and assessment measures over
the next two years in preparation for APSU’s Self-Study and SACS Accreditation
“Special aspects of collaboration between librarians and faculty on your
campus as they would relate to this grant”:
I maintain contact with other faculty about new web sites, electronic
resources, problem assignments and instructional opportunities through a variety
of means, including Bibliobytes (the weekly Library electronic newsletter), workshops,
electronic mail and phone calls. Collaboration between instruction librarians
and other faculty occurs throughout the curriculum. We teach Developmental English students how to use reference
sources in understanding allusions, Psychometrics students how to find and
incorporate test review information in papers, and Social Work students how to
search for and evaluate HIV web
information pages. Between 1986 and
2001, instruction has grown from 57 sessions to 136 sessions per year.
Eight new instructional sessions were designed during the 2000-2001
academic year. We have set a firm
foundation and have cultivated strong connections, which will ensure our
successful participation in this project.
This past year, I worked with others to redesign the APSU Library’s
Website <http://library.apsu.edu>. The
previous website was reviewed, information was organized in a new way and
additional information was included. This
is a dynamic process in which high priority is given to the integration of
instructional materials designed for use by distance learners, by faculty and
during instruction sessions. A
recent Bibliobytes issue encourages
faculty to “Stamp Out Student Information Illiteracy” by using these
materials with their students.
Two years ago, I collaborated two other faculty members to create a
web-based Psychology Research Guide
<http://library.apsu.edu/guides/1_3_20.htm> for a Psychometrics (3000
level) course. One faculty member
is a psychology professor and an assessment specialist who also happens to serve
on the American Psychological Association’s STP Task Force on Information
Literacy Standards. The other
faculty member is a librarian who serves as Webmaster of both our Library
Website and the Tennessee Library Association Website.
Initially, I met regularly with the psychology professor to brainstorm
about what types of information to include in the Guide.
Once we decided on the types of information to include, we began writing
content and searching for web-based sources we wanted to link within the Guide.
The Library Webmaster, loaded the web pages, created hyperlinks and
designed a way to add the psychology faculty member’s comments to sample
papers within the Guide.
The Guide has been used during
instruction team-taught by the psychology professor and myself for three
semesters. This course is a
potential target for ongoing assessment as part of this grant project.
to ACRL’s efforts to create baseline data supporting the merits of information
literacy programs through this project will help us to design and implement
assessment of information skills as we prepare for self-study and the SACS
accreditation process. Collaboration
with faculty and campus leadership experiences will enable me to lead a campus
project team. The Immersion
Institute provided me with training in instructional design/programmatic
development, information literacy, assessment, systems thinking/change, and
teaching, learning & technology, which enhances my ability to lead team’s
efforts. A strong desire to improve
student learning outcomes in information literacy is evident in the Immersion
Institute Action Plan process I outlined in Section 5) above.
Librarians are already involved in several potential target courses,
which are taught by faculty who embrace collaborative opportunities with