ITILT Overview

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• ITILT Overview

Lavery Reference Staff November 1, 2000
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Vision for IT/IL Action
Information literacy is the ability to access,
evaluate, and apply information effectively to
situations requiring decision making, problem
solving, or the acquisition of knowledge.

• The Big Six Skills
• Task definition
• Information seeking strategies
• Location and access
• Use of information
• Synthesis
• Evaluation

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The Current State

• Collection Development
• Lavery Instruction Program
• Intercept Points for Instruction
• (Multi-tiered Approach)
• Student Learning Outcomes
• Assessment of Instruction Program

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Collection Development

• Comparative Spending
• Allotment for books is essentially flat
• Spending on electronic resources is growing fast
• Trend is for more electronic resources and less
  hard-copy resources
• Spending priorities are established with input
  from the academic departments

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Growth of Library Instruction
Volume Trends

• The number of library instruction classes more
  than doubled from 39 in 92 to 86 in 99
• 1,756 students were taught in 99 and library
  instruction was incorporated into 19 new courses
• 900 students have participated in library classes
  so far this academic year 100 percent of the
  English 101 Learning Communities have been
  scheduled for classes

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Multi-tiered Approach

• Laverys Instruction Program is designed to
  intercept students at key points
• Freshman Learning Communities (Eng 101)
• Advanced students with course-specific needs
• Graduate and Adult Students with in-depth
  information needs
• All of these approaches promote increased contact
  between the library staff and students

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Student Learning Outcomes
Basic
Advanced

• Understand database searching basics
• Evaluate information sources for authority
• Locate periodical materials in the library
• Understand the difference between a scholarly
  journal and a popular magazine
• Use the catalog to find a variety of materials,
  including books, videos, course reserves
• Locate a book using the Library of Congress
  Classification System
• Know where the reference collections are and how
  to use them

• Develop competencies in field-specific databases
• Learn advanced searching techniques
• Incorporate the learning of concepts directly
  with a curriculum-appropriate assignment
• Evaluate levels of information authoritativeness
  and relevancy
• Learn independent information seeking skills
• Learn to pursue information sources in parallel
  or non-traditional directions
• Include the use of primary source materials (as
  appropriate)

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Faculty Assessment
Methodology Surveys were sent to all faculty
that participated in library instruction sessions
in the Fall Semester 1999. Results from all 25
returned responses were tabulated. Students are
also surveyed after each course on the ease with
which they feel they can access information
resources, and the degree to which they valued
the course. A web-based survey is planned for
fall 2000 using Blackboard.
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Ongoing Developments

• IL Current and Desired States
• Resource-based Approach
• Recent and Planned Services
• New Instructional Vehicles

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IL Current and Desired States
Current
Desired

• Library staff coordinates instruction with the
  faculty on an information basis
• Hands-on assignments are geared toward course
  content, and are either general or specific to a
  discipline
• Services are sometimes deployed without being
  tied directly to the curriculum
• The link between instruction and skill
  application is not presently developed
• The library staff is not always in a position to
  help incorporate information literacy concepts
  into class work
• The output of the courses is not reviewed to
  check the efficacy of IL instruction

• Information seeking and evaluating skills related
  to the content area curriculum, classroom
  assignments, and core classes
• Skills should be tied together in a logical and
  systematic information model, which leads the
  student to develop critical information seeking
  and evaluation techniques
• Computer and information literacy skills should
  be seamlessly integrated into the students
  learning environment through resourced-based
  learning

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Resource-Based Approach

• Resource-based learning techniques help
  students develop information literacy skills by
• Making use of projects requiring
  information-intensive research
• Placing less materials on reserve and more
  responsibility on the students for locating
  class-appropriate materials
• Increasing the amount of library or database
  access-time required to complete assignments
• Developing the ability to keep up-to-date,
  conduct research, question, and build on
  previously gained knowledge

• Depends on collaboration between the library
  staff, academic departments, Media Center and OIT
  to
• Develop suitable assignments
• Identify the best intercept points for
  resource-based learning in each department or
  program
• Make sure that the resources are available in an
  appropriate format to support the course
  curriculum
• Keep faculty current on new information sources
  as well as methods of accessing, querying, and
  exploiting these sources

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Recent Planned Services
Recent Developments
Planned Services

• Databases -Off-campus access to subscription
  databases enabled via proxy server authentication
• Full-Image - Increased availability of
  full-image databases (JSTOR, ABI, etc.)
• WebZap - Online ordering of ILL (WebZap)
• Homepage - New Lavery homepage
• Look Feel - Developed model template for use
  with all library-associated pages
• Givens Collection - Re-cataloging of video items
  and addition of DVD items to collection
• Increasing Access - Addition of approximately
  1,750 new titles available online full-text

• Tour - Virtual tour of the Lavery Library
• Online Tutorials Self-paced tutorials
• Online Reserves Access to reserve items over
  the web
• Redesigned Site - Propagation of new look and
  feel throughout the library site
• Improved Printing - New high-speed laser printer
  ordered for the first floor area
• Web Catalog - Web-based access to library catalog
  via Z39.50 portal
• Network Drops DHCP ethernet in group and
  individual study areas
• DVD - DVD players available on Library PCs
  (currently available in L-100 only)
• Internet Language - Use of web accessible foreign
  language training materials

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New Instructional Vehicles
Learning Outcomes For English 101 Students
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IT/IL Planning Process

• Defining and Designing
• Delivering Instruction
• Measure Results

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Defining and Designing

• Academic departments include plans to meet these
  competency requirements through academic
  curricula
• Faculty and librarians collaborate to design
  curricula and courses rich in IL concepts and
  information gathering needs
• Develop a survey to measure the starting and
  evolving IT/IL competencies of
• Students
• Faculty
• Staff

What Standards?
Building the Structure

• Establish levels of IT and IL competencies for
  Fisher
• Students
• Faculty
• Staff
• Establish levels of IT/IL competencies for
  specific departments, majors, and programs
• Benchmark with selected employers and graduate
  schools to determine minimum IT/IL competencies
• Provide options for the CI Committee to include
  these competencies in the CORE curriculum

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Delivering Instruction

• IL concepts are taught and reinforced throughout
  the CORE curriculum
• Students in majors and graduate programs receive
  instruction in specific IL/IT competencies as
  part of their majors or programs
• Students are taught basic IT fluency skills in
  the first year at Fisher, so faculty and
  librarians can build on these skills for IL
• Remote users are able to receive IT/IL
  instruction via the web online, anytime, and any
  place
• The library continues to supply one-on-one and
  group information research and instruction

Students
Faculty Staff

• Faculty and staff receive timely training and
  ongoing support in pre-established IT/IL
  competencies (basic and specific)
• There is designated time and incentives for
  faculty and staff to develop IT/IL compentencies
• Librarians are able to instruct in the use of
  application software in the organization and
  presentation of information
• Academic and administrative departments have
  functional, up-to-date web pages that are
  maintained by members of that department and
  supported by the college webmaster

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Measuring Results

• Employ survey methods to establish the IT/IL
  competency levels of incoming students
  (Blackboard)
• Employ survey methods to establish the IT/IL
  competency levels of faculty and staff
  (Blackboard)
• After delivery of IT/IL instruction, retest
  members of the Fisher community to establish the
  efficacy of the instruction and the progress of
  the participants
• Innovations and improvements in IT/IL are sought,
  communicated, and implemented

Continuous Improvement
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Bringing it Together

• Collaborative Opportunities
• Limiting Factors
• Enablers for Success
• Computer Requirements
• Online Storage Status
• Future Directions

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Collaborative Opportunities

• Technology Forecasting Media Center, Library
  and OIT monitoring and assessment of cutting-edge
  technologies (streaming video, video
  conferencing, web-casting, streaming audio,
  e-books)
• Instruction Joint development between Academic
  Departments, the Library, and Media Center of
  information intensive, resource-based course
  assignments
• Faculty/Student Workshops Joint workshops to
  teach a combination of technical skills,
  information literacy and best practices with PETAL

• Blackboard OIT, Library and Academic
  Departments (customization and planning for V5
  installation in 2001)
• Cyber Café Library, MST, and Media Center
  cooperation to design content for Cyber homepage
  in concert with SJFC Web Master
• Development Support Library, OIT and MST
  planning and co-development of technology
  intensive instructional vehicles
• Multi-media Instruction Library and Media
  Center co-development of multi-media instruction
  vehicles (Flash)

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Limiting Factors

• Server Space - space is constrained and drive
  hosting library materials (/faculty) is already
  80 full
• Server Software - Outdated web-server (sjfc.edu
  running Netscape Communications Server 1.1) is
  not configured to support features such as
• Server-side includes
• Advanced encryption/security features
• Secure Socket Layer (SSL) technology
• Connectivity The Fisher network infrastructure
  needs to become expandable to support an
  increased number of ports and faster access

• Lab - Lack of a dedicated and properly
  technologically outfitted facility within Lavery
  hampers the ability to schedule and deliver IL
  instruction (L-100)
• Uniformity - Uneven technology deployment in
  Lavery impedes the support of the entire Fisher
  community
• Refresh Rate - Retarded hardware refresh rates in
  Lavery thwart the fielding of new technologies
  and services
• Programming - Lack of programming support delays
  the design, development and introduction of
  web-based services
• Staffing - Staffing requirements on all sides
  will dictate that cooperation and collaboration
  be effectively planned and implemented

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Enablers for Success

• Change -- technology is driving changes in
  information access directly to the desktop of
  students, faculty and staff
• Faculty -- An active training program for
  computer literacy is underway for faculty and
  staff
• Students -- An active information literacy
  program is underway and is already being provided
  to students through selected classes
• Cooperation -- Major stakeholders are willing to
  collaborate with other departments
• Administrative Support -- The college
  administration supports growth in critical
  thinking, technology skills and information
  literacy

• Web Savvy -- Students are generally familiar with
  web-based delivery of information
• Liaison Ties -- Coordination between faculty and
  library staff on library instruction has been
  successfully established with many departments
• Technology -- The technological infrastructure is
  in place for campus and remote access to online
  databases and Internet resources
• Groupware -- Tools, such as Blackboard are
  available for cross-organizational information
  sharing

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Computer Requirements
Computer Hardware
Includes several machines located in multi
-
media room, circulation, and back
-
office.

Benchmark information is derived
from contact in 2/00 with 20 vendors and
academic
libraries. Minimum 4 MG VRAM is also required
and is benchmark with other institutions.


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Online Storage Status
Onlinestorage space is dynamic and subject to
change. This information is supplied here to
indicate that we need to plan with OIT for
adequate space for new library web-based
materials.
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Directions for Exploration

• Wireless ethernet and laptops (RIT Benchmark)
• WAP server to allow cell phone and PDA (Palm
  Pilot) access to web-based information
• Customized individual, course and
  department-specific information portals
• Content delivery through customized CDs on
  demand
• Virtual Reality based learning tools

Science Fiction or Fact?
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Forming Partnerships
Every calling is great when greatly pursued
--- Ralph Waldo Emerson
This is our vision, lets pursue it greatly!