We built it, They came, Now what?. Lessons learned from creating a successful course integrated information literacy program. Margaret Fain Jamie Graham Lisa Hartman Head of Public Services Assistant Instruction Librarian Outreach Librarian. Kimbel Library Coastal Carolina University
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Lessons learned from creating a successful course integrated information literacy program
Margaret Fain Jamie Graham Lisa Hartman
Head of Public Services Assistant Instruction Librarian Outreach Librarian
Coastal Carolina University
Supportive Library Administration
Authentic collaboration with faculty
Demonstrated student success
Inclusion of information literacy concepts in courses
First Year Experience course (FYE)
Scope of disciplines participating in instruction
18 disciplines, 88 sessions, 2006-07
Statistically significant improvement on pre/post test
Annual program review
Positive growth of program
Increase in not just number of sessions, but scope
Comparisons to peer institutions
NCES data, other national measures
Source: 2004 Data http://nces.ed.gov/surveys/libraries/compare/index.asp?LibraryType=Academic
Strained campus resources: 24% increase in 1st year freshmen between 2004-2007.
Proactive planning: space, resources, personnel must align with overall university needs.
Library: low priority of previous administrations
New administration is pro-library, work with and respond to their ideas
Campus disinterest in information literacy
Librarians serve on Core Revision Committee, general concept incorporated into new Core Curriculum
Continuing education of faculty, placed into context of discipline
Demand from multiple constituencies:
First Year Experience: all incoming first year students
English 101/102: new place in core, desire to tie library sessions to English assessment
Upper level classes: faculty satisfaction with instruction increases requests
Local schools want students exposed to college library resources: outreach CCU priority
Demand from multiple constituencies:
No more than two concurrent instruction sessions
First come, first served, push early scheduling
Online request system and calendar for faculty to check availability
Non-CCU sessions offered only during breaks
Borrow laptops from circulation to make up shortages.
Use instruction statistics to request additional laptops from CCU technology funds.
Added two new faculty slotted positions between 2004-07
Hire graduate students and interns to either teach or work reference desk
Share teaching materials to reduce prep time
Added 2nd classroom space in 2006
Leave laptops set up during semester
Teach large (45+) classes in wireless classrooms with student laptops
Plan for increased instructional space in new Learning Commons space
Assessment and Accountability
No credit course, dependent on faculty willing to administer pre/post tests in class.
New Core accountability means assessing information literacy in multiple courses in multiple departments.
Partner with departments to assess Core, working with English and FYE to create joint rubric for annotated bibliography.
Librarians, increase in workload, expectations
Evenly distribute sessions, provide support, lobby for additional positions.
Students, attending multiple sessions leads to motivation issues
Monitor focus of sessions.
Use a variety of teaching methods and strategies.
Reinforce prior learning and use students as peer teachers.
How can we continue to grow with our current resources?
When do we have to say no and refuse to accommodate all requests? Are we even willing to say no?
Do we set priorities based on Library information literacy goals?
Will the new Learning Commons address our needs for space or CCU’s need for space?
What is going well?
What isn’t going well?
What can we do to create or manage growth?
Set priorities of instructional program within mission of KL and CCU.
Plan for future growth.
Continue to build instructional quality of the program.
Address new issues before they arise.