CTDLC E3 Conference:
Engagement, Empowerment & E-learning
Fairfield University
May 28, 2014
Clara Ogbaa, Ed. D., Director of Library Services
Todd Hampton, Information Literacy Librarian
Gateway Community College, New Haven CT.
Introduction
 The Background
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College
Library
Student Research Needs
 Framework for Information Literacy (IL)
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ACRL IL Standard 2000
TAP CL/IL Competency
ACRL New IL Framework
 Embedding Information Literacy
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Faculty/Librarian Collaboration
 Tools for Collaboration
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Cloud-based IL Platforms
 Questions & Answers
Gateway Community College
Students Population

Enrollment - 11,817 Students
Collection Size
 50,000 print books
 130,000 e-books
 80 databases
No. of Instruction Librarians
 6 Full-time Librarians
 55 Part-time Librarians (EA Hours)
IL Statistics – 2012-13: 205 classes ; 4,205 students
(http://gwcc.libguides.com/content.php?pid=112226&sid=845085)
Student Research Needs
 Widespread problems include:
 Choosing good topics
 Where to find information
 Evaluating sources
 Connecting information with evidence
 Plagiarism (unintended)
 Revising
What is Information Literacy?
Access
Evaluate
Apply
 Information Literacy is defined as a set of abilities requiring individuals
to” recognize when information is needed and havethe ability to locate,
evaluate and use effectively the needed information.” –ALA
 Information literacy is a skill, a lifelong skill. It is beneficial to the
development of independent critical thinkers.
 Information literacy is the ability to access information needed,
evaluate it properly and then apply it.
Embedding Information Literacy Competencies
ACRL Il Standard
2000-2012
The information literate student
Std. 1 - Determines the nature and
extent of the information needed.
Std. 2- Accesses needed
information effectively and
efficiently.
Std. 3- Evaluates information and
its sources critically and
incorporates selected information
into his or her knowledge base and
value system.
Std. 4- Uses information effectively
to accomplish a specific purpose.
Std. 5-Understands many of the
economic, legal, and social issues
surrounding the use of information
and accesses and uses information
ethically and legally.
TAP CL/IL Competency
Learning Outcomes
1. Demonstrate competency in using
current, relevant technologies to solve
problems, complete projects, and
make informed decisions.
2. Access, navigate, identify and
evaluate information that is
appropriate for their need(s) and
audience(s).
3. Synthesize information to
broaden knowledge and
experiences and produce both
independent and collaborative
work.
4. Evaluate the economic, legal,
ethical, and social issues
surrounding the access and use of
information and relevant
technologies.
ACRL New Framework
for IL (2014 Draft)
New Definition:
“Information literacy combines a repertoire of
abilities, practices, and dispositions
focused on expanding one’s understanding of the
information ecosystem, with the
proficiencies of finding, using and analyzing
information, scholarship, and data to
answer questions, develop new ones, and create
new knowledge, through ethical
participation in communities of learning and
scholarship.
The Framework is based on concepts about the
information ecosystem which consists of
1. core understandings about the evolving
information system (threshold concepts)
2. a set of practices that demonstrate increased
credibility within that ecosystem, as both
consumer of information and creator of
knowledge (knowledge practices, metaliteracy)
3. a way of thinking that develops more expert
moves” within that dynamic information
ecosystem (dispositions, self-assessments)
4. metacognitive strategies and critical reflection
(metaliteracy, self-assessments)”
Collaboration
col·lab·o·rate
intransitive verb \kə-ˈla-bə-ˌrāt\ : to work with
another person or group in order to achieve or
do something.
If everyone is moving forward together, then success takes care of
itself. —Henry Ford
Faculty-Librarian Collaboration
-Incorporating Information literacy concepts into a course provides an opportunity for collaboration
between faculty and librarians.
 Information Literacy is
not just a library issue.
 Research is a valuable
experience for
students.
 The research process is
complex.
 Research can be
developed.
Source: http://www2.liu.edu/cwis/cwp/library/instruct/collabor.htm
Why collaborate?
Incorporating Information Literacy into a course provides an opportunity for
collaboration between faculty and librarians
 Faculty and Librarians have mutual goals and concerns.
Both want students to
 develop a greater understanding of information resources.
 enhance student literacy, especially information literacy.
 help students become better writers, critical thinkers and
problem solvers.
 build a social and learning community on campus.
Barriers to Librarian and faculty
collaboration
 Different perspectives on
priorities. (budget
deficiencies)
 Inefficient communication
between departments
 Distrust and turf war
 Faculty vs Staff mentality
Ways we can collaborate?
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Course integrated instruction. Embedded librarian.
Schedule multiple library instruction sessions.
Communicate your needs to the library.
Collaborate with a librarian on a research assignment.
Keep a course syllabus or sample paper/assignment with
the library.
When you create an assignment, discuss with a librarian
what resources are available in the library. Librarians can
set aside selected items for a class project.
Request subject area materials.
Invite librarians to department meetings.
Learn about all of the library’s resources.
Tools for Collaboration: IL Tutorials
 ResearchReady by EasyBib
 Research Companion by Proquest
 Information Literacy Course Modules (ILCM)
by Credo
ResearchReady
• A cloud-based instructional Information Literacy platform that
helps librarians and faculty teach and assess skills
• Customizable
• Assessment features:
• Pre and post assessment tests to compare a student’s skills before and
after instruction.
• Questions within the content to keep students on their toes so they can’t
skip through the content.
• Cumulative quizzes at the end of each lesson and course to assess
student’s understanding of particular concepts.
Curriculum Content
ResearchReady
 Source Identification - Differentiating source types (Primary vs. secondary,
popular vs. scholarly.)
 Accessing Library Resources - Differences between and how to use OPACs,
databases and search engines
 Source Evaluation
 Ethical Research - Plagiarism, copyright infringement, and fair use
 How to Cite
 The Invisible vs. Open Web
 Advanced Searching Strategies - Boolean operators, keywords, subject
headings
 The Research Process
(http://www.researchready.com/)
Proquest Research Companion
 A new, intuitive, and self-guided product that supports information
literacy, writing, and research-skills
 Features two major components:
 Learning Modules
 Interactive Tools
 Topic Aid- background articles from Proquest eLibrary database

Website Evaluator – gives information about a book, journal title, or website on
whether it is scholarly or not, and who owns it.

Citation Generator and a Revision Aid – suggests corrections to the text
students input
(http://proquest.libguides.com/content.php?pid=540670&sid=4447803)
Credo Information Literacy Course Module
(ILCM)
 Cloud-based multimedia
 Tutorials
 Videos
 Online activities
 Course notes
 Guides
 The ability to customize the module to reflect
institutional branding.
(http://corp.credoreference.com/productservices/information-literacy-course-module.html)
Where are you now?
Think about your current lessons:
 How do students use information in your lessons?
 How do you support them?
 What else could be done?
 How can librarians help?
Questions and Comments
Contact information:
cogbaa@gatewayct.edu
thampton@gatewayct.edu
References
Ariew, Susan A. and Eison, James, "The Collaborative Imperative and Information Literacy: Strategies for
Librarian-Faculty Partnerships" (2011). Academic Services Faculty and Staff Publications. Paper 30.
http://scholarcommons.usf.edu/tlas_pub/30
Kobzina, Norma G. "A Faculty–Librarian Partnership: A Unique Opportunity for Course Integration."
Journal of Library Administration 50.4 (2010): 293-314. Print.
Kvenild, Cassandra, and Kaijsa Calkins. Embedded Librarians: Moving beyond One-shot Instruction.
Chicago: Association of College and Research Libraries, 2011. Print.
Shank, John D., and Steven Bell. "Blended Librarianship." Reference & User Services Quarterly 51.2 (2011):
105-10
Shen, Lan “Improving the Effectiveness if Librarian-Faculty Collaboration on Library Collection
Development” Collaborative Librarianship 4(1):14-22(2012)
Yousef, Atif, “Faculty Attitudes Toward Collaboration with Librarians” (2010). Library Philosophy and
Practice (e-journal). Paper 512
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1530&context=libphilprac