The SC4 Library Information Literacy Program
"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning." Framework for Information Literacy for Higher Education 2015, American Library Association, American College & Research Libraries Association
In 2015, ACRL adopted the Framework for Information Literacy in Higher Education focusing on six threshold concepts to serve as "passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline." (If interested, see "Before the Framework" at the bottom of this page.)
The reference librarians at SC4 incorporated the Framework into the Information Literacy program in 2018-19 with the following student learning outcome:
Assessment of the 2018-19 Library English 101 IL Program
Since it’s revision in 2015, the SC4 reference staff has incorporated the Association of College and Research Libraries Framework for Information Literacy for Higher Education (www.ala.org/acrl/standards/ilframework) concepts into the SC4 Library information literacy program to maximize student success. Using the Framework as a guideline, the librarians at SC4 adopted the following IL outcome for the ENG 101 information literacy program:
Students will be able to find and critically evaluate sources
for relevance and accuracy and use them ethically.
Shown on the following pages is a reflective evaluation of the 2018-2019 SC4 library information literacy program. Also included are statistics and the scoring distribution of participating students in the English 101 information literacy (IL) program for this past academic year.
The statistics show the number of ENG 101 information literacy classes remained the same as the previous year, but the number of online sessions increased from nine to 14. Also, the number of non-ENG 101 IL sessions increased; The total number of students attending an IL session this past academic year (1,564) increased over the previous year (1,523) despite a drop in enrollment.
During the IL classes, the reference librarians conducted pre- and post-IL class quizzes using individual response devices, or clickers. The results demonstrate that after attending the IL class, students were better able to critically and effectively evaluate sources for relevance and usefulness and use them ethically. Students also improved the following skills:
Action plans for 2019-20 Information Literacy Program to improve student success:
Strive to meet the proficiencies proposed by the ACRL Standards for Proficiencies for Assessment Librarians and Coordinators (www.ala.org/acrl/standards/assessment_proficiencies).
Classes conducted by Jane Lewandoski – Fall & Winter Combined
Evaluating two articles
Both face-to-face (f2f) and online students are required to complete questions evaluating two given sources. Face-to-face students were directed to a library website which linked to two, and answer the following questions.
Students in the online ENG 101 classes were asked to compare the same two linked sources and answer the following questions.
Consider your answer with the following questions.
Although both articles point to human involvement in contributing to climate change, the NASA article “Climate Change: How Do We Know? Facts” provides scientific evidence of all of the causes of climate change. After attending the IL class, the majority of students chose the NASA article as the more authoritative source.
Most students were able to recognize the NASA website as being more authoritative as shown below.
On the other hand, there were still some answers such as the following which indicates helping students learn how to evaluate sources is an ongoing process.
During the on campus information literacy class, students are asked which of the following statements seems more authoritative. Most students correctly choose the one citing the Lancet Psychiatry, a British medical journal (see chart below).
After asking the question, a discussion of what makes the third choice sound more trustworthy followed in class, and how students could find the primary source of information for the newspaper article.
Only 58% of ENG 101 students felt the need to evaluate materials from all content sources before the ENG 101 IL class. After the class, 97% correctly recognized the need to evaluate all sources regardless of where they were found.
Less than half of ENG 101 students recognized the importance of peer reviewed sources before attending an ENG 101 IL class. After the class, over 90% understood the importance of peer reviewed journals for research papers after the IL class as shown below.
Slightly over half the students were aware of Boolean operators before the IL class. After, over 90% of students understood the meaning of the AND Boolean operator.
More students understood the importance of citing paraphrased sources after the IL class.
Most students were not able to identify the title of the journal from an MLA 8th edition citation before the IL class: After IL class, over 85% of the students were able to identify the title of the journal.
After completing the on campus and online ENG 101 information literacy assignment, students are given the opportunity to provide anonymous comments on the program. Almost all students participate. Representative comments from students who attended Jane’s classes are given.
What is the most valuable piece of information you learned during the orientation? (On-campus responses)
What is the most valuable piece of information you learned during the orientation (Online IL responses)
What was the least valuable part of the orientation? (On-campus responses)
What was the least valuable part of the orientation? (Online IL responses)
Do you have any other comments about the orientation? (On-campus responses)
Would you recommend service the library provides, such as help from a reference librarian or using the full text databases, to other SC4 students? (On-campus responses)
Actually, yes, I would recommend all that the Library provides.
From 2000 until the introduction of the Framework in 2015, the SC4 library adhered to the Information Literacy Competency Standards for Higher Education as written by the Association of College and Research Libraries (ACRL):
“Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Association of College & Research Libraries, American Library Association
An information literate individual is able to: