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Subject-Driven Information Literacy: The Emerging Digital Model in Business-Related Competencies Merlot International 2004 Costa Mesa, CA Presenter Frank Vuotto, M.L.I.S., M.A. Business Librarian, Faculty California Polytechnic State University San Luis Obispo, CA fvuotto@calpoly.edu

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subject driven information literacy the emerging digital model in business related competencies

Subject-Driven Information Literacy: The Emerging Digital Model in Business-Related Competencies

Merlot International 2004

Costa Mesa, CA

Presenter

Frank Vuotto, M.L.I.S., M.A.

Business Librarian, FacultyCalifornia Polytechnic State University

San Luis Obispo, CA

fvuotto@calpoly.edu

summary

Summary

This presentation details the application of business models and concepts to the design, creation, implementation, and management of one of the most comprehensive, subject-driven (business) information literacy Websites in the United States.

scalable models
Scalable Models
  • Not theoretical academic musings
  • Real-world PROVEN solutions
  • Scalable models
  • Dynamic strategic approaches

Frank Vuotto, Cal Poly, San Luis Obispo, CA

background
Background
  • 2003 CSU Information Competence Grant $5,000
    • Business/Agribusiness Website
  • 2004 CSU Information Competence Grant $7,000 + $5,000 matching funds
    • Orfalea College of Business Marketing Area

Frank Vuotto, Cal Poly, San Luis Obispo, CA

student fees
Student Fees
  • 2002-2003 Student Fee Allocation $35,000
    • College of Agriculture, Agribusiness Dept
  • 2003-2004 Student Fee Allocation $35,000
    • College of Agriculture, Agribusiness Dept.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

the new paradigm
The New Paradigm
  • Utilization of textbook business models for management decisions within academe :
    • SWOT
    • PEST
    • TQM
    • BSC
    • CRM

Frank Vuotto, Cal Poly, San Luis Obispo, CA

macro paradigm philosophy to micro paradigm reality
Macro Paradigm Philosophy To Micro Paradigm Reality
  • Applying the business model to subject-specific information competence:
  • Marketing model
    • Meets a specific need
    • Priced within budgetary demands (Costs)
    • Distributed effectively to clients
    • Promoted through a variety of marketing campaigns

Frank Vuotto, Cal Poly, San Luis Obispo, CA

the four ps of marketing information literacy and instruction
The Four Ps of Marketing:Information Literacy and Instruction
  • Product: A good, service or idea that offers a bundle of tangible and intangible attributes to satisfy consumers. Having the right product for a specific target market quires knowing what they need and want.
  • Place (Distribution): A key element of the marketing mix involving all aspects of getting products to the consumer in the right location at the right time.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

the four ps of marketing information literacy and instruction9
The Four Ps of Marketing:Information Literacy and Instruction
  • Price: The amount of money or other consideration – that is, something of value given in exchange for a product.
  • Promotion: Promotion is the means by which marketers “talk to” existing customers and potential buyers. Promotion is a marketer’s means of communication.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

the marketing mix
The Marketing Mix
  • The specific combination of interrelated and interdependent marketing activities in which an organization engages to meet its objectives is known as the Marketing Mix

Frank Vuotto, Cal Poly, San Luis Obispo, CA

five c s of outreach
Five C’s of Outreach
  • By combining the four P’s of marketing with the five C’s of outreach – communication, collaboration, coordination, cooperation, and collegiality – a strategic framework is created that can be applied to a variety of library-faculty partnership projects.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

circus elephants and marketing
Circus Elephants and Marketing
  • Advertising
  • Promotion
  • Publicity
  • Public Relations

Frank Vuotto, Cal Poly, San Luis Obispo, CA

selling vision
Selling Vision

According to John Graham (Graham 2001),

“the difference between closing a sale and losing it

rests with the way the presentation is made.

Whether it's selling a product or an idea, the ability

to present effectively can make the difference

between acceptance and rejection.”

Frank Vuotto, Cal Poly, San Luis Obispo, CA

strategic management establishing priorities
Strategic Management:Establishing Priorities
  • Objectives and Learning Outcomes
    • Identify specific learning outcomes
  • Strategic Planning
    • Develop a clear, credible plan
  • Action Plan
    • Demand accountability for all deliverables
  • Assessment & Measurement Tools
    • Incorporate assessment tools and manage results

Frank Vuotto, Cal Poly, San Luis Obispo, CA

objectives and learning outcomes
Objectives and Learning Outcomes
  • The following objectives were established:
    • Identify fundamental informational, business, agricultural, and economic research competence skills
    • Intermix authoritative business and agribusiness content
    • Incorporate value-added elements throughout each module
    • Integrate an Information Competence Website into the agribusiness curriculum

Frank Vuotto, Cal Poly, San Luis Obispo, CA

identify competencies
Identify Competencies
  • Fundamental Information Competencies*
    • Determine information needs
    • Locate information
    • Evaluate information
    • Interpret information
    • Manage information
    • Communicate information

*Association of College & Research Libraries (ACRL)

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm

*ACRL Standards

http://www.ala.org/ala/acrl/acrlstandards/standards.pdf

Frank Vuotto, Cal Poly, San Luis Obispo, CA

business competencies
Business Competencies
  • Fundamental business and economic competencies
    • Locate company information
    • Gather industry intelligence
    • Understand industry classifications (NAICS, SIC)
    • Find demographic and market data
    • Understand GIS and its implications for business
    • Locate international trade and financial data
    • Understand international trade classification systems (SITC, HS)
    • Find regulatory information
    • Locate currency data
    • Create marketing and business plans
    • Secure governmental data
    • Understand and locate economic indicators

Frank Vuotto, Cal Poly, San Luis Obispo, CA

agricultural competencies
Agricultural Competencies
  • Basic agricultural/agribusiness competencies
    • Knowledge of the Agricultural Experiment Station
    • Locate ag-related statistics (USDA, FAO)
    • Secure international data including NGO sources (OECD, World Bank)
    • Locate climate data
    • Find country agricultural reports
    • Understand and locate EIRs
    • Knowledge of GIS and mapping technologies
    • Familiarization with maps (soil, topographical, zoning)
    • Locate patents (plant or agribusiness related)
    • Experience searching agricultural-driven databases (AGRICOLA)

Frank Vuotto, Cal Poly, San Luis Obispo, CA

intermix competencies
Intermix Competencies
  • Problem-Based Learning
    • Places the learner in project-based work situations that he/she will face in the corporate environment.
  • Related-Sources
    • Examples of subject-driven resources
  • Industry-Framed
    • Understanding student career goals and placement statistics

Frank Vuotto, Cal Poly, San Luis Obispo, CA

adding value added content
Adding Value-Added Content
  • What exactly is value-added content? In general, adding value is the process of changing or transforming a product from its original state to a more valuable state. An even broader definition of value added is “to economically add value to a product by changing its current place, time, and form characteristics to characteristics more preferred in the marketplace” (Coltrain 2003).
  • In this case, value was added by transforming the ten basic information literacy skills into a set of competencies that will benefit the marketplace – agribusiness students and faculty – and delivering them via an interactive Website that is accessible 24/7 from anywhere in the world.
  • Value-added content enhances the learning process while delivering superior, meaningful, information that creates the potential for student success.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

curriculum integration and website design
Curriculum Integration and Website Design
  • Identify Core Courses
    • AGB101 (Introduction to Agribusiness)
    • AGB301 (Food and Fiber Marketing; Marketing Research)
    • AGB318 405 (Global Agricultural Marketing and Trade)
    • AGB460 (Senior Project Methodology – Capstone Class)
  • Create four instructional modules
    • The level of difficulty increases in each module
    • As the level of difficulty increases, so do expectations
    • Seamless integration of various competencies
  • Design a template to be used for each module
    • Consistent look and feel
    • Professional graphics
    • Easy navigation

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design
Module Template Design
  • Introduction and Overview
    • A brief description highlighting the specific topics and skill sets that will discussed. Example from Module II:

Welcome to Module II of the Information Competence Website for Agribusiness. This module introduces intermediate searching techniques, key marketing and management resources, and ag-related statistical sources.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design23
Module Template Design
  • Specific Objectives
    • Specific learning objectives are listed at the start of each module. The objectives include both informational and business competencies that the student is expected to master by the end of the module. Example from Module II:

When this session is over you should be able to:

        • Create effective searches using wildcards, proximity limiters, nesting, and field searching
        • Locate historical company financials (income statement, balance sheet, ratios, growth, etc.)
        • Locate industry ratios/benchmarks for any given industry
        • Find demographic information
        • Name and locate economic indicators
        • Gather agricultural statistics
        • Locate market research reports and management journals

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design25
Module Template Design
  • Questions for self appraisal
    • Data from a weighted scale model (1-5 where 1 is very easy and 5 is very difficult) is collected, evaluated, and analyzed on a regular basis. The collection of raw data from the self-assessment test and the review questions provides the information needed to measure and gauge students’ progress while supplying the information needed to plan successful and creative future ILI projects. Example from Module III:

Self Appraisal Questions:

Name four major compilers of international data?

Name four sources that offer detailed country information?

Find the GDP, Lending Rate, and CPI for France for the past ten years.

What is OECD? Name the member countries.

Find the consumption of fresh vegetables in Argentina for the past three years.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design27
Module Template Design
  • Informational, business and agricultural competencies
    • Each module offers a mix of competency skill sets – business, agribusiness and informational. Example from Module I:

Define the research topic

Determine information needs

Locate company and industry information

Determine market shares

Discuss industry classification systems (e.g.,SIC, NAICS)

Understand literature reviews and annotated bibliographies

Secure peer reviewed journals

Discuss primary versus secondary sources

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design29
Module Template Design
  • Review Questions
    • The same self-appraisal questions are posed again at the end of the module to test students’ ability to retain information, think critically, and gauge their understanding of new concepts and resources.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

module template design30
Module Template Design
  • Exercises
    • Real world business scenarios were incorporated into all research assignments to challenge students and encourage critical thinking skills. Examples from Module III:

Find the following information on Indonesia – economic trends and outlook, political environment, market potential for U.S., leading sectors for U.S. exports and imports, trade regulations, and investment climate

Find the following annual financial data for Denmark from 1996 to the present:Exchange rates, International liquidity, Interest rates, Balance of payments, International investment position, and National Accounts.

Find the annual direct investment (reinvested earnings) data for France - assets and liabilities - from 1995-2001.

What were China's five top exports (include the 3-digit SITC along with the commodity name) for 1998/1999? Give the value in USD for each commodity. Give the percentage of the country total for each commodity.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 1
Six Stages of ILI Success: Stage 1
  • Pre-Classroom Prospectus
    • Summer Advising
      • Building a Better Business Student http://macabre.lib.calpoly.edu/staff/fvuotto/building_better.pdf
    • Week of Welcome
      • Library tour & orientation
      • School orientation

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 2
Six Stages of ILI Success: Stage 2
  • Creating a centralized subject-driven portal
    • Topics
      • Frequently asked business questions
      • Perennial research queries
    • Course-specific research guides
    • Subject-driven Information Literacy Website
    • Specialized databases
    • New books
    • Funds and/or grant information

Frank Vuotto, Cal Poly, San Luis Obispo, CA

centralized knowledge banks subject driven portals
Centralized Knowledge Banks: Subject-Driven Portals

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 3
Six Stages of ILI Success: Stage 3
  • Design and develop a tutorial-driven information literacy & instruction Website
  • Establish partnerships with teaching faculty
  • Identify needs
  • Unwavering support of teaching faculty and/or department heads

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 4
Six Stages of ILI Success: Stage 4
  • Integrate ILI Website and Portal into the curriculum
  • Core areas
  • Faculty support materials
  • Market and promote Website

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 5
Six Stages of ILI Success: Stage 5
  • Work with advisory councils
  • Industry-level marketability
  • Curriculum changes

Frank Vuotto, Cal Poly, San Luis Obispo, CA

six stages of ili success stage 6
Six Stages of ILI Success: Stage 6
  • Measurements and assessment tools
  • Looking at the data
  • E-portfolios
  • Job placement
  • Industry feedback

Frank Vuotto, Cal Poly, San Luis Obispo, CA

macro perspective
Macro Perspective

Frank Vuotto, Cal Poly, San Luis Obispo, CA

websites
Websites
  • Business & Agribusiness Research Portal http://macabre.lib.calpoly.edu/staff/fvuotto/
  • Agribusiness Information Competence Website http://multiweb.lib.calpoly.edu/Agbusiness/index.html
  • Kennedy Library at Cal Poly San Luis Obispo, CA http://www.lib.calpoly.edu/

Frank Vuotto, Cal Poly, San Luis Obispo, CA

related articles
Related Articles
  • Information Competence as Value-Added Product: Applying the Business Model to Academe, Reference Services Review, Volume 32, Issue 3 (Summer 2004)
  • If You Build It With Them, They Will Come: Guiding Principles for the Cal Poly Information and Communication Commons, Co-Authored with Dr. Mary Somerville, Internet Reference Services Quarterly (In press January 2005)

Frank Vuotto, Cal Poly, San Luis Obispo, CA