Tag Archives: Information Literacy Articulation Group of Greater Port

Info Lit Articulation Group of Greater Portland (notes for our panel at the IL Summit)

Quick description of our group/project. Why us? Why are we a logical group to work together? (how did  we form?)? What is our intent?

The IL group of the Greater Portland Area was formed just before the Oregon IL 2007 Summit and includes librarians from Portland State University, Mt. Hood Community College, Portland Community College and Chemeketa Community College (with guest appearances by Clackamas Community College). Our purpose is to create a shared understanding of IL proficiencies and outcomes in order to establish consistency and better service for the students who swirl among our institutions. 

Anna Johnson (MHCC), Bob Schroeder (PSU), Victoria Scott (PCC) and I (Chemeketa CC) worked on proficiencies prior to the fall Summit and then worked after the Summit to draft explanatory examples to describe each of the statewide IL proficiencies.

What have we accomplished [beyond our original goals]

When we completed our descriptive examples, Anna (channeling her past life experience in graphic design) created a poster for use as a visual at the PAIL meeting (Portland Areas Information Literacy group?…I think? the acronym plot thickens). I handed out copies of the poster at the OWEAC meeting last week and it seemed to be well received. There were requests for electronic copies of the poster and you can access that in Word (formatting of text boxes is touchy) or PDF (with notes).

·         Have used the graphic in class- distributed to students as a way of initiating a conversation about what the library is interested in, what the object of the class/assignment is.

·         Resource for talking about library instruction with faculty (skill rather than tool). Defines our interest.

·         Answers the question “but I already learned this”

·         Come together around a common interest and point of discussion (get to know each other, share ideas for classroom practice and networking with faculty, collaborate on other projects, divide and conquer, group brain-power like Anna’s Meebo question to group)

·         There is no common sense without common experience.

What do you need if you want to form this kind of partnership (e.g., institutional support…how much time does it take/how many meetings…)

·         Belief in the value of the project (value translated in to time)

·         Enthusiasm and energy

·         Time

o   Mtg at PCC w/ all group including Clackamas

o   Mtg at PCC (did we have three meetings?)

o   Work Group Mtg at PCC: accomplished the most when had a specific task on which to work and stayed with it until we were done


What do we want to do now? What are we working on?

Tori: At PCC, we don’t need to leave the college to find high school jrs and seniors. We have a lot of Developmental Education (DE) students who are doing college prep work. Some PCC librarians have worked with the DE faculty to embed IL outcomes into the DE curriculum. How this will play out in terms of who will teach the IL concepts and library research skills, remains to be seen.

Tori: Working in another vein, and contrary to the embedding approach, PCC has a one-credit IL class and one program (Alcohol and Drug Counseling) will require students in the program to take an IL course tailored to Addiction Studies. This course will be taught by a librarian.

Bob:   PSU is finally (maybe?) articulating campus -wide learning outcomes. While IL isn’t explicitly named, the ‘Inquiry and Critical Thinking’ goal basically is IL (This is how it’s looking at the moment- “/Students  will develop the disposition and skills to strategize, gather,  organize,  create refine, and analyze relevant information and ideas for problem solving” /). The proficiencies that our group developed will come into play, in ways as yet unknown, in the coming role-out of these campus-wide goals. 

Bob: Anna & I have begun working with 2 high school librarians (one from a public school & one from a private school) in Portland to see if, using the proficiencies already established for Portland area rising juniors, we can find some proficiencies for graduating seniors/ entering  freshmen.

What has the conversation been like at each institution? Is our work generally supported? Explain. How has this articulation work helped us at our individual institutions?

Tori: I think our work on coordinating between colleges in the Portland area gives us credibility within our institutions, or at least it gives me some credibility when I bring it up with faculty or administrators outside the library.

Bob:  This has been a bit problematic at PSU as we already have our own home-grown “Matrix of IL Skills and Abilities” that we have been using to promote IL dialog on campus. Haven’t yet resolved the relationship between our Matrix and these larger, Portland area goals.

 

At CCC we are…

·         Mtg with Eng and Writing faculty and continuing to define what embedded (assessable) IL will look like

·         Interest from the Education dept (mentoring a new faculty member created a connection)…also suggested she consider partnering with schools like WOU

·         Academic Standards has noticed the IL component in the AAOT and would like to know what our plan is by this spring (2009).

·         Assessment activities are encouraged and flexible, but need to start with statements of objective….the articulation work informs our understanding of objectives.

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