FRAMEWORK FOR INFORMATION LITERACY:

COMMUNITY COLLEGE SHOWCASE

Carleen Huxley

Coordinator of

Librarian Instruction

SUNY Jefferson

Community College

Conversation has mostly

been about assessment.

“Thou shalt do this in your class

because it’s mandated.”

College Climate - Challenges

• Integrating IL into other disciplines –

“My course doesn’t include a research project, so

we don’t need library instruction.”

“Don’t they get all that in English 101?

• On one hand students could end up going through

entire degree without getting any instruction.

Whereas other students could end up in multiple

instructions and it all become repetitive for them.

OUR FIRST IMPRESSION OF THE FRAMEWORK…

Ya, this is kinda weird….but look at this?

Do your students know how

to find a research topic?

Do your students know how

to find a peer-reviewed

article?

Do your students know how to

harness their natural curiosity to

come up with questions of interest.

Do your students understand how

knowledge is shared, debated

and negotiated in your

discipline?

Old Conversation New Conversation

Student

Learning

Curriculum

Integration

Assessment

Outreach

Strategic

PrioritiesAction Items

• Create interactive infolit tutorial

• Create worksheets and lesson plans

• Building up research guides

• Curriculum mapping

• Working with developmental courses

• Create IL competencies and outcomes

• Create rubric

• Explore credential option.

• Develop separate infolit/instruction

guide for faculty.

• Explore PD for faculty with campus

CPE

• Explore

opportunitie

s for K12

Outreach

(K12/Colleg

e transition

DEVELOPING NEW LOCAL STANDARDS

We worked backwards:

• Who are our students?

• What do they seem to know/not know when they come in?

• What do we want our students to know before they graduate.

• Framework inspired…but did not dictate.

OLD LOCAL STANDARDS NEW (1ST ROUND)

SLO #1: Students will understand the role of

the library in college learning and have the

ability to access library services and resources.

SLO #2: Students will apply appropriate

research strategies to effectively and

efficiently locate reliable information related

to a topic.

SLO #3: Students will evaluate information

using a variety of criteria to determine it’s

value, relevance and accuracy.

SLO #4: Students will learn the importance of

reflecting on the research process as a way of

identifying any information gaps or additional

lines of inquiry

SLO #5: Students will have the ability to give

credit to the original ideas of others through

proper attribution and citation.

JCC IL Outcome 1: Investigates the scope,

content, and organization of information

retrieval systems.

JCC IL Outcome 2: Identifies keywords,

synonyms and related terms for the

information needed.

JCC IL Outcome 3: Demonstrates an

understanding of intellectual property,

copyright and fair use of copyright material

JCC IL Outcome 4: Examines and compares

information from various sources in order to

evaluate reliability, validity, accuracy,

authority, timeliness, and point of view or

bias.

JCC IL Outcome 5: Reviews information

retrieval sources used and expands to

include others as needed.

1st Round of RUBRICInspired by Claremont

Colleges 5 Critical

Habits of Mind

1st Draft Scoring

Sheet

Possible

answer to

curriculum

integration?

SO THEN….

• Started with the English department

• Didn’t really explain the Framework so much

• Formed a combined task force

• Piloted rubric with one ENG 101 over the

summer

• Feedback they provided was crucial and

resulted in some tweaking of the outcomes and

the rubrics.

New Draft – Student Learning Competencies

IL SLC 1: ACCESS Students will understand the role of the library in

college learning and have the ability to access library services and

resources.

IL SLC 2: INQUIRY Students will be able to use appropriate discovery

methods to define an initial topic and formulate a focused research

question.

IL SLC 3: SEARCH Students will apply appropriate search strategies to

effectively and efficiently locate reliable information related to a topic.

IL SLC 4: EVALUATION Students will evaluate information using a

variety of criteria to determine it’s value, relevance and accuracy.

IL SLC 5: ATTRIBUTION Students will demonstrate an understanding of

why, when, and how to give proper attribution to original ideas.

2:1 Interpret an assignment so as to determine required research

parameters

2:2 Use brainstorming, concept mapping or other presearch methods to

identify a topic of interest.

2:3 Explore problems and questions related to their topic as a basis for

developing a legitimate research question.

2:4 Seek multiple perspectives during information gathering process.

2:5 Synthesize ideas gathered from multiple resources and develops own

point of view based on supportive evidence.

2:6 Analyzes gathered information for conflicting information or gaps in

knowledge and formulates additional questions for research to address

those weaknesses.

IL SLC 2: INQUIRY Students will be able to use appropriate

discovery methods to define an initial topic and formulate a

focused research question.

COURSE SPECIFIC – (EXAMPLES OF HOW COMPETENCIES COULD BE INTEGRATED)

INT 101-104 (Student

Experience/Reading/FYI)

ENG 101 Research and

composition

Criminal Justice 101

IL SCL 1:1 thru 1:4 and 1:6 IL SCL ALL IL SCL ALL

IL SCL 2:1-2:4 IL SCL 2:1 – 2:6

IL SCL 3:1 – 3:5 IL SCL 3:3 – 3:5

IL SCL 4:1 – 4:3 IL SCL 4:1 – 4:3 IL SCL 4:1– 4:7

IL SCL 5:1- 5:2 IL SCL 5:1- 5:2

How’s it going so far?

• Framework has made us think differently,

we’re excited about our instruction, trying

new things.

• The new rubric will be used with a few classes this

spring (ENG and HIS 150). In both cases we will be

using annotated bibs/work cited pages. It’s gonna be

messy but we’re prepared for that.

• Already collaborating with developmental courses to

co-teach/integrate IL.

Next steps:

• Using our liaison relationships – going

to departments saying “Here’s ours,

now let’s help each other design

something specific to your discipline.

(We want to push for the idea

scaffolding.)

Next steps:

Our angle to the faculty• Just because your course doesn’t have

a research paper (or any writing

assignment), doesn’t mean you can’t

teach IL. (Help them with simple “one-

shot” assignment design).

• We’re here to help and we want to

know your thoughts. What does IL look

like to you?

For presentation slides, additional documents

and links:

http://frccshowcase.weebly.com/

Carleen Huxley

Coordinator of Librarian Instruction

SUNY Jefferson Community College