Cooperative Library Instruction Project

At the OWEAC meeting we discussed the Cooperative Library Instruction Project, an LSTA grant proposal for creating a shared collection of information literacy/library instruction tutorials. There seemed to be agreement that OWEAC supports the spirit of this project, but we wanted to know more about the specifics of the proposal before issuing an endorsement.

 

I contacted Allen McKiel, Dean of Library and Media Services at Western Oregon University in Monmouth. McKiel initiated the project and wrote the grant proposal. You can read his comments below.  

 

I feel compelled to clarify that I am not on the payroll trying to market this project. However, after reading the description, I  do believe it is a good starting point for building a shared resource. I recommended that OWEAC track the development of this project and form a liaison relationship with the project coordinator(s) so that the voices of Writing and English faculty are represented as this takes shape. I am happy to help set up this communication.  I also recommend that the project include teach-the-teacher tutorials as a resource for helping instructors incorporate IL into their subject curriculum.  

McKiel’s Description of The Cooperative Library Instruction Project:

Although the initial project will involve a subset of the libraries in the Orbis Cascade Alliance that will set up the standards for producing and sharing modules, the modules are meant to be open source for use by anyone. The precise mechanisms for participating in the production of modules by librarians or faculty will be an outcome of the processes set up through the grant. The Alliance provides the organizational and administrative infrastructure for cooperation. The processes set up for the ongoing development of standards and procedures will likely expand through the administrative structures of the Alliance. It would be important from my perspective to set up structures that provide for participation by non-Alliance members in the production of modules.

There are two focal areas for content development that reflect ACRL’s call for horizontal and vertical integration of information literacy instruction throughout the curriculum. Comprehensive horizontal integration requires that institutions of higher education find ways to ensure that all incoming students are able to effectively function within local institutional and the greater Internet information sphere. Below is an example list of some of the topics that basic modules could address. The list is an example of the types of modules intended. It is not comprehensive. The modules available would undergo constant expansion and revision as the information infrastructure and student and faculty experiences evolve and librarians continue to contribute modules. I have provided the list to show the relevance of this effort to OWEAC. The modules will be available for use as they are or for modification as modules for insertion into courses for students or as tutorials for faculty. It is intended that assessments be included—i.e. multiple choice questions and exercises that could be available through some mechanism of controlled access.

 

Knowledge of Institutional Information Infrastructure
Web Services, User ID and Password, and Email
WebCT, Moodle
Campus Resources
Library Physical Overview
Library Web Page Overview

 

Effective Use of Resources
E-books—Ebrary and Netlibrary
E-journals—Ebsco and Jstor
Government Documents
Accessing Physical Materials
Link Resolver
Google
Serials Solutions
Federated Searching
Interlibrary Loan

 

Skills & Concepts
Evaluation of URLS
Research Strategies
Peer Review
Publication
Plagiarism and Citation
Search Terms

Vertical integration of information literacy is the second focal area of development that could benefit from cooperation. The information literacy needs of nursing, finance, education, or chemistry students are different. The information resources relevant to the various disciplines are in a state of rapid expansion in diversity and depth on the Internet. Much of the current expansion of the Internet is occurring through the integration of governmental, corporate, and organizational data structures. The interfaces to these data sets are often not intuitive. The interface to the Federal Government’s Census Datais an example. As librarians and faculty progressively identify relevant web sites and online resources that are relevant to the curriculum of the various disciplines, it will become increasingly important to share the instruction that librarians produce.