Information Literacy Programs in the Digital Age: Educating College and University Students Online PDF
Preview Information Literacy Programs in the Digital Age: Educating College and University Students Online
Information Literacy Programs in the Digital Age: Educating College and University Students Online Compiled by Alice Daugherty and Michael F. Russo Louisiana State University Association of College and Research Libraries A division of the American Library Association Chicago 2007 The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI 239.48-1992. 00 Library of Congress Cataloging-in-Publication Data Information literacy programs in the digital age : educating college and university students online / compiled by Alice Daugherty and Michael F. Russo. p. cm. ISBN 978-0-8389-8444-4 (pbk. : alk. paper) 1. Information literacy-Study and teaching (Higher)-Case studies. 2. Information literacy -Web-based instruction-Case studies. 3. Library orientation for college students-Web-based instruction-Case studies. 4. Libraries and distance education-Case studies. I. Daugherty, Alice. II. Russo, Michael F. ZA3075.I538 2007 028.7071 'l-dc22 2007031204 Printed in the United States of America. 11 10 09 08 07 5 4 3 2 1 Table of Contents vii 1 . Introduction Alice Daugherty and Michael F. Russo Information Literacy Credit Courses and Programs 3 2. Graduate Online Information Literacy: The ACTS Experience Associated Canadian 17ieological Schools William Badke 13 3. The Development of a Library Research Methods Course for Online Graduate Students in Education Valdosta State University Julie Chapman, Cliff Landis, and Shilo Smith 23 4. LI Bl 20: Introduction to Information Literacy University of Rhode Island Jim Kinnie 32 5. Integrating Information Literacy into Distance Education: The Progression of an Online Course Washington State University Elizabeth Blakesley Lindsay, B.Jane Scales, and Lara Ursin Cummings 40 6. Making it Available 24/7: Developing an Online Version of the One-Credit Class Indiana University South Bend Nancy Wootton Colborn and Feng Shan 48 7. An Ever-Evolving Experience: Teaching Information Literacy as a General Education Requirement Fontbonne University Peggy Ridlen and Jane Theissen 61 8. Online Information Literacy Course at UIS: Standing the Test of Time University of Illinois at Sfrringfield Pamela M. Salela, Denise D. Green, and Julie Chapman 81 9. A Mature Information Literacy Program: Which Way Forward? University of West Georgia Mark McManus and Shirley 0 . Lankford iv Information Literacy Programs in the Digital Age Information Literacy Instruction Embedded into Discipline Courses and Programs 91 10. Library Research Instruction for Distance Learners at Prince George's Community College Prince George's Community College Norma Allenbach Schmidt 100 11. From Partnership to Program Development: Information Literacy in an Academic Curriculum Arizona State University Barbara]. D'Angelo 115 12. Providing Online Information Literacy Instruction to Nontraditional Distance Learning Engineering Students University of Florida Kathryn Kennedy Information Literacy Instruction Tutorials {General and Subiect-Specific) 129 13. Smart Searching: An Easily Customizable Subject-Specific Online Information Literacy Tutorial Miami University Eric Resnis andJen-chien Yu 142 14. Giving Medical Students What They Want: Online Instruction at 11 P.M. University of Illinois at Chicago Lisa Wallis, Kristina Appelt, Kimberly Pendell, and Cleo Pappas 153 15. From Classroom to Computer: Collaboration, Integration, and Success University ofA rizona Leslie Sult and Louise Greenfield 163 16. Introducing Information Literacy in a WebCT-based Composition Course Using Streaming Media Tutorials University of Idaho Diane Prorak, Beth Hill, and Ben Hunter 176 17. Many Birds, One Stone: Benefits, Drawbacks, and the Process of Creating an Online Tutorial Austin Community College Red Wassenich 185 18. NetTrail: The Evolution of an Interactive, Self-Guided Tutorial for Undergraduates University of California Santa Cruz Deborah A. Murphy, Christy Hightower, and Ken Lyons Table of Contents v 194 19. Planning, Building, and Assessing an Online Information Literacy Tutorial: The LOBO Experience North Carolina Stale University Megan Oakleaf 203 20. Redesigning a Library Research Tutorial: A View from the Trenches Appalachian State University Kelly Rhodes McBride 212 21. Starting a RIOT: Information Literacy Instruction Online and in the Classroom University of Colorado at Boulder Caroline Sinkinson and Jennifer Knievel 226 22. Connecting the Dots: An Inquiry-Based Approach to Information Literacy University of Calgary K. Alix Hayden, Shauna Rutherford, and Paul R. Pival 237 23. Sophisticated Simplicity in e-Learning: Online Instruction at UNC-Chapel Hill University of North Carolina at Chapel Hill Suchi Mohanty, Lisa Norberg, and Kim Vassiliadis 247 24. From B.I. to Wi-Fi: Evolution of an Online Information Literacy Program University of North Carolina at Greensboro Scott Rice, Kathryn M. Crowe, Amy Harris, and Lea Leininger 260 25. Wartburg College: Planful Deployment Wartburg College Gillian Gremmels and Kimberly Babcock Ma hek 268 Contributors 1. Introduction Alice Daugherty and Michael F. Russo There is rnore than one way lo shin a cat. contribute to the final form of the end prod uct. Chances are that readers will find their AB library educators, we are always concerned own institutions to be similar to one or more with the efficiency and effectiveness of our of those described here. instruction. Though philosophy and theory For example, in chapter 2 Badke discuss inform what happens in the class, ultimately es the maturation of a graduate-level Web thi concern for efficacy focuses on the tech based information literacy cour e where nique of instruction delivery-the "how to." the emphasis of in truction is placed on Of course, some methods of conveying the understanding of information systems information are better than others. Circum and the use of "information a a means." stances such as learning style and institution Chapman, Landis, and Smith (chapter 3) al support weigh heavily on the method we discus the development of a graduate-level choose. Increa ingly, becau e of burgeoning information literacy course designed for the need and the recognition by institutions of Department of Curriculum, Leadership and higher education of the importance of in Technology, with particular emphasis placed formation literacy, library instruction pro on motivating and engaging students in the grams are looking to online instruction as online environment and preparing students the solution. for writing their masters' theses. Just as cats don't come in one size and col Kinnie ( chapter 4) discusses his experi or, neither do online instruction programs. ence of transforming an undergraduate The varieties of these programs have been three-credit information literacy course compelled and shaped by the circumstanc from the traditional classroom to the vir es of the individual institutions that have tual world of teaching using WebCT. He brought them into being. Our goal in this presents the challenges encountered, such book is to showcase the array of online infor as keeping students motivated and decid mation literacy programs that have cropped ing on how much and which technology to up across the country. Readers will discover use. Similarly, in chapter 5 Lindsay, Scales, a spectrum of program types, starting with and Cummings discuss the transformation the broad breakdown of tutorials and credit of a distance education information literacy courses. Some of these programs are gen course from a time when mailing videotapes eral in nature, and some have a specific sub was apropos to the use of a course manage ject focus. In some cases the instruction is ment system including discussion board required, in other cases it is optional. The communications, interactive quizzes, and a genetics of each institution-its individual virtual class lounge. Likewise, Colburn and needs, desires, mandates, and facilities- Shan (chapter 6) write about the develop- vii viii Information Literacy Programs in the Digital Age ment of an information literacy course de Kennedy (chapter 12) provides an exam rived from its face-to-face counterpart; the ple of a librarian embedding information lit online course is complete with fifteen in eracy instruction into a graduate engineer struction modules, homework assignments, ing program in an unobtrusive yet thorough and regular graded communication, meet ly successful way. She presents examples of ing the needs of distance learners. needs assessment surveys and works through The one-credit information literacy course the variety of effective methods of informa is discussed in chapter 7. With particular fo tion literacy instruction incorporated into cus is on ACRL's Information Literacy Com the program. petency Standards for Higher Education, Other technological approaches also ad Ridlen and Theissen provide readers with dress distance learning and teaching of in examples of the alignment of those stan formation literacy. Tutorials are valuable dards and student learning objectives. teaching tools. There are several software In chapter 8, Salela, Green, and Chapman applications for the creation of multiple discuss the development of a credit-bearing tutorials, and pedagogical implications are information literacy course developed for widespread. In chapter, 13, Resnis and Yu graduate and undergraduate students, with write about the development of a new tuto different requirements for each group. Sam rial customized to meet the needs of life sci ple assignments and rubrics are included. ences course and engineering courses. The McManus and Lankford's chapter 9 re tutorial was developed as a shared resource, views the development of an online informa and librarians can adjust the programming tion literacy course while providing readers to meet the needs of other disciplines. with practical ad\~ce such as creating a sense The librarians from the Library of the of community in the course and realizing Health Sciences-Chicago deliver effective that online teaching is very different from online instruction to third-year medical stu face-to-face teaching. dents using interactive tutorials that mimic ot all information literacy virtual instruc clinical scenarios. Wallis, Appelt, Pendell, tion takes form as a credit-bearing course. In and Pappas ( chapter 14) provide informa chapter 10, Allenbach Schmidt writes of an tion literacy instruction in a format that en embedded library instruction program in a hances student education and the practice community college. The librarian is part of of evidence-based medicine. the instructional team and collaborates with Sult and Greenfield use chapter 15 to pres the professors of record in Writing for Busi ent a newly piloted tutorial created for an ness and Adolescent Psychology. upper-division education course, Children's In chapter 11, a different kind of example Literature in the Classroom, for which they comes from a forn1er librarian turned full also provide faculty instructional guides with time lecturer: D'Angelo explains the inte background information and teaching sug gration of information literacy standards g stions for using the tutorial. into a Multimedia Writing and Technical In chapter 16, Prorak, Hill, and Hunter Communication Program curriculum and explore embedding Flash movie tutorials the importance of building in extra infor into an English 101 course through the mation literacy initiatives al every given op course management system. They consider portunity. characteristics of the learning style of Gen- Introduction ix eration Y along with the collaborative ef a university trend toward an inquiry-based forts of the library and English Department learning environment. to work together successfully. Wassenich In some cases, information literacy pro ( chapter 17) discusses the development of grams evolve into virtual programs. Mo the Info Game, created to introduce com hanty, Norberg, and Vassiliadis (chapter 23) munity college students to general infor provide a synopsis of a virtual information mation literacy concepts and skills, and literacy program starting with the creation of explains how to maximize the instructional a tutorial for first-year and transfer students outreach potential of a general purpose tu and progressing toward subject-specific tuto torial. In chapter 18, Murphy, Hightower, rials in Exercise and Sport Science, Research and Lyons write about a self-paced, self-as ing Art and Artists, Psychology Research, and sessing tutorial created for instructing un more. In chapter 24, Rice, Crowe, Harris, dergraduate research concepts. This tuto and Leininger provide a summation of their rial was redesigned to include, among other university's general information literacy tu highlights, a section on information ethics, torial, nursing tutorials, an online informa which proved to be most utilized by faculty tion literacy game, and brief video tutorials and students. for point-of-need instruction. Also, in the Also, targeting first-year students, Oak progression of building a virtual information leaf ( chapter 19) addresses the benefits of literacy program, Gremmels and Mashek incorporating an information literacy tuto ( chapter 25) present the virtual instruction rial into the curriculum of a required first of information literacy as a tool for enhanc year writing course from the perspectives of ing classroom instruction. Not only do they all stakeholders involved: faculty, students, serve their students through an enhanced in and librarians. Similarly, McBride ( chapter structional library home page, but they also 20) discusses the redesign of an information meet educational needs with information literacy tutorial for Freshman Seminar and literacy tutorials for Oral Communication, English 1000 courses for which the purpose Biology, and Biblical Commentaries. is to provide a basic foundation of knowl This book will be useful to those just now edge of library services and information lit contemplating an online program for their eracy skills. Sinkinson and Knievel ( chapter institution. The examples included in this 21) present the success of a collaborative book provide the practical food for thought effort incorporating a four-moduJe tutorial that should precede and stoke strategic plan into the required first-year writing course in ning. For further information on a particu the Program for Writing and Rhetoric. lar program, the authors have generously In chapter 22, Hayden, Rutherford, and included their e-mail addresses with their Pival explain an information literacy tutorial biographical information. designed with a "holistic framework" that We hope the programs described in this incorporates Kuhlthau's theoretical work, book provide some modicum of inspiration explains the complexities of the informa and guidance as you travel into the realm of tion-seeking process, and is supportive of online information literacy instruction. Information Literacy Credit Courses and Programs
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