Tag Archives: Undergraduate Information Literacy

Cooperative Library Instruction Project…update on the grant

From Dr. McKiel:
We have passed another hurdle. Our LSTA grant proposal for cooperative instruction has been selected for funding pending board approval, which happens sometime in October. It is my understanding that the board has never rejected a proposal that has been recommended for approval. It would, therefore, be reasonable to proceed with initial plans for implementing the grant.

Information Literacy Group of Greater Portland…

…at least I think that’s our name! And because there have been a few questions, here’s who we are and what we are working on.

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. When we completed our descriptive examples, Anna (channelling 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).

For related information on IL in Oregon, see Undergraduate Information Literacy: Sharing Students, Sharing Standards, a site I set up to support a showcase we did for the 2008 OLA/WLA Joint Conference. I’m in the process of repurposing that site, so expect changes.

 

OWEAC 5/16/08 meeting

OWEAC = The Oregon Writing and English Advisory Committee…

Maybe you already know what OWEAC stands for, but it bears repeating as this group is a too-well kept secret. As I say in my notes from the Feb. 8th meeting at Linn Benton, tuning in to OWEAC is a great way for Oregon librarians to stay in the loop about the important issues affecting our collaboration with writing colleagues in higher ed. Here are my in process notes from the May 16th meeting at OIT in Klamath Falls. I’ll try to capture the flavor of the discussion and why it is important, then we can further discuss implications for academic librarians. If you are interested, I hope you’ll comment in the blog or contact me personally with questions, corrections, and to get in on the IL conversation. Cheers!

  1. Revisions to the AAOT (Associate of Arts Oregon Transfer) degree requirements went to the Joint Boards of Education for adoption on May 2. 2008. In brief, the revisions to the AAOT are done (here is my copy with scribbles). Note: Information Literacy is not listed as a foundational requirement, but it is called out in the notes and clarifications (page 2, number 7). The note on IL says: Information Literacy is included in the AAOT through embedding the appropriate content and analytical activity in courses that count toward Foundation Requirements or Discipline Studies. Colleges will designate courses that do so.  Looks like we need to think about how to designate a course as fulfilling the IL piece.
  2. The revised AAOT and the Oregon Transfer Model (OTM) describe the minimum writing requirement as …at least two courses totaling a minimum of eight credits of lower division collegiate writing courses and designated courses are WR 121, 122, 123, and 227. (see a copy of OTM with my scribbles).
  3. Many (most?) Oregon colleges and universities are making the conversion from 3 to 4-credit writing classes. English and writing instructors are sending outcomes to Eva Payne who is compiling a side-by-side list of existing 3 and 4-credit outcomes. Now is the time for librarians to chime in and work with Writing and English folks on incorporating IL outcomes into the 4-credit writing courses…ideally coming up with language that suits both purposes, rather than trying to squeeze in an IL outcome after the fact. As noted above, this is also a good time to think about how we will designate those foundational requirement classes with incorporated IL.
  4. There is a need for IL training for faculty. I mention the LSTA grant proposal to fund creating of shared IL tutorials. It was clear at OWEAC that there is a need/desire for a set of IL tutorials for faculty (full and part time, adjunct, and instructors in dual credit programs). I’m going to forward this OWEAC recommendation to McKiel. OWEAC is also interested in endorsing McKiel’s IL grant proposal, although it is only in spirit until we are able to read the text of the grant. Writing and English faculty expressed a strong desire for IL tutorials aimed at teaching faculty (full time and adjunct) to successfully incorporate IL into writing classes. In addition to training our regular college and university faculty, we also need a way to train Dual Enrollment instructors who teach writing classes in High Schools. I hope the shared online instruction resources McKiel envisions will include tutorials designed for our Writing and English faculty colleagues.

Here is the Information Literacy Proficiencies poste (pdf with notes OR word doc but be careful about losing formatting).

Undergraduate Information Literacy: Sharing Students, Sharing Standards

A showcase presentation for the OLA/WLA 2008 Joint Conference in Vancouver, WA., April 16th-18th


As the world has become ever more networked, libraries of all types have evolved information literacy standards to help students develop skills to cope with the rapid pace of change.  In order to facilitate this, libraries are beginning to think of ways that they themselves can network to better serve their patrons.  To this end, statewide information literacy initiatives are taking shape in Oregon and Washington. Librarians want students to acquire the IL skills they need to be successful in college, in transferring from one school to another, and in the real world. Stop by this showcase to catch up on the work being done in each state at the undergraduate level, look at next steps, and get ideas for joining in the conversation and participating in further collaboration. This showcase will be of interest to academic librarians from two and four year colleges and universities.

Name: Michele Burke, Reference Librarian
Organization: Chemeketa Community College Library

Name: Robert Schroeder, Reference/Instruction Librarian and Coordinator of Information Literacy
Organization: Portland State University

Name: Jeff Purdue, Interim Head of Reference and Instruction
Organization: Western Washington University

Name: Catherine L. Finney, Head, Information Literacy
Organization: Barber Library, Central Oregon Community College

Name: Kate Gronemyer, Instruction Librarian
Organization: OSU Libraries, Cascades Campus