SUNY Council of Library Directors
Information Literacy Initiative

Final Report
September 30, 1997

The Information Literacy Initiative Committee is charged to:

1. identify desired information literacy competencies across the curriculum;
2. develop a process to implement a SUNY-wide information literacy initiative in SUNY institutions;
3. promote the adoption of the desired information literacy competencies across the curricula; >
4. develop an advocacy program that publicizes to SUNY faculty the principles of information literacy, especially in relation to accreditation. The intended audience is librarians, the University Faculty Senate, Academic Vice Presidents, the SUNY Council of Presidents, and other appropriate groups;
5. The Committee should share information about successful and model programs among SUNY campuses via the Web and listservs.

The committee met once as a whole, several times regionally in subgroups, and exchanged ideas frequently via a listserv set up by the SUNY Office of Library and Information Services. A web page for the developing report was also maintained by OLIS. An interim report was shared with the SUNY Council of Head Librarians at their 1997 Annual Conference in May. They were referred to the web site and most of their comments and suggestions have been incorporated into the final report. The use of a consultant was integral to the timeliness of the report.

Information on other statewide and institutional information literacy initiatives was gathered. Appropriate web sites were hot linked and examined. Several national experts were contacted for their advice.

Recommendations

Charge 1

Identify desired information literacy competencies across the curriculum Discussion The committee focused on identifying curriculum wide competencies, rather than discipline specific competencies. Discipline specific competencies can be based on broader competencies and developed in cooperation with faculty. Definition of Information Literacy Information Literacy constitutes the abilities to recognize when information is needed and to locate, evaluate, effectively use, and communicate information in its various formats.

Information Literacy Competencies

Competency 1: To recognize the need for information.

Indicators

	Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
	Frames appropriate questions based on information needs.
	Defines a manageable focus and timeline.

Competency 2: To access information from appropriate sources.

Indicators

	Understands and can use the variety of information sources available, including: Internet, CD-ROM interfaces, electronic library catalogs, microformats and print materials.
	Identifies a variety of potential sources of information.
	Can select those sources that are appropriate to a given need
	Develops efficient and effective search strategies.
	Consults experts for assistance/guidance when needed.
	Understands standard systems of information organization.
	Identifies and retrieves information relevant to the question/need.

Competency 3: To develop skills in using information technologies.

Indicators

	Can access the campus information systems and understands how to access information networks.
	Can access the Internet, and can navigate the information highway to locate information appropriate to the need.
	Uses group communication methods, electronic mail, discussion groups for information gathering, feedback, and interaction.
	Can effectively expand or narrow a search as needed.
	Understands and can use word processing, spreadsheets, databases and computer file management.
	Can manipulate and transfer electronic information.

Competency 4: To critically analyze and evaluate information.

Indicators

	Filters large amounts of information.
	Determines accuracy, relevance, and comprehensiveness of information.
	Assesses the reliability and accuracy of information.
	Distinguishes among facts, points of view, and opinion.
	Thinks critically about the content of information.
	Understands the process of knowledge generation and publication patterns in appropriate disciplines/fields.

Competency 5: To organize and process information.

Indicators

	Synthesizes information from a variety of sources.
	Integrates new information into one's own knowledge base.
	Makes inferences, connections, and draws conclusions.
	Organizes information for practical application.

Competency 6: To apply information for effective and creative decision making.

Indicators

	Applies information in critical thinking and problem solving.
	Creates new information or knowledge through synthesis.
	Produces quality products appropriate to specific needs.

Competency 7: To generate and effectively communicate information and knowledge.

Indicators

	Produces and communicates information in effective and appropriate formats.
	Disseminates information in appropriate modes.
	Evaluates the effectiveness/success of products developed and presented.

Competency 8: To understand and respect the ethical, legal, and socio-political aspects of information and its technologies.

Indicators

	Respects the principles of equitable access to information.
	Respects intellectual property rights.
	Applies principles of academic honesty in use of information.
	Acknowledges works of others through accurate citations and references.

Competency 9: To develop attitudinal objectives which lead to appreciation of lifelong learning.

Indicators

	Understands that information searching requires time, diligence, and practice, and that skills are learned over time.
	Increases self confidence with practice and experience in information seeking.
	Recognizes that the information search process is evolutionary and changes during the course of investigation.
	Knows that careful and attentive scrutiny of information tools and resources is essential to success.
	Appreciates that information literacy requires an ongoing involvement with learning and information technologies so that independent lifelong learning is possible.

Charge 2

Develop a process to implement a SUNY-wide initiative Discussion The committee focused on identifying a variety of methods to reach faculty, as well as ways that faculty can incorporate information literacy into their courses. Techniques used to implement Writing Across the Curriculum (WAC) initiatives were discussed as a model for implementing an Information Literacy Initiative.

Recommendations

	Campuses must provide the technological infrastructure to support access to information in all formats and to utilize computer technologies optimally in teaching and research.
	Libraries can provide a support/leadership function, much as campus writing centers provide support/leadership for WAC programs Allow release time for librarians to work with course instructors to integrate information literacy into the courses by: Seeking out grants and other funding. Arranging for workload shifting. Collaborating on development of curricular modules/assignments.
	Efforts to involve faculty: Incorporate IL into small, specialized classes that faculty find appealing to teach Emphasize IL as a selling point for recruiting students to their department's program Explore possibilities of getting grant money for joint projects with individual departments Obtain funding for departments to acquire necessary equipment to enhance their ability to incorporate IL in their courses (presentation equipment, computers, connections, specialized equipment) Consider increase in credit hours for a course that is IL intensive Propose course load shifting for faculty who teach IL intensive courses Find resources to make charge out time or extra stipend available for faculty willing to develop an IL class.
	Provide resources and support for faculty: Provide a brochure detailing IL competencies and accreditation requirements for wide distribution. Training sessions, discussion groups, brown bag lunch speakers series Access to resources through a web site Cooperation and support of library staff Make sure technical support is made available, i.e.: computing connections, hardware and software support Provide examples of successful IL projects Work with faculty development offices to promote IL across the curriculum and to develop training for faculty. Faculty training programs would be helpful as 'refreshers' for faculty who want to update their own IL skills. Produce a video on value of Information Literacy for presentation in workshops and other groups.
	Recommendations for developing funding for programs: Approach outside foundations and corporations for funding for programs. These companies will be hiring graduates, they need them to be information literate. Develop a SUNY-wide fund raising approach to large foundations and firms. Library Directors should work with campus development offices to approach local organizations for their own campus programs. Explore campus resources for funding resources that would be appropriate to Information Literacy programs, i.e.: Faculty development, new course development, undergraduate education initiatives. Involve SUNY Office of Library Services in grant writing.
	Work with a wide range of campus and SUNY wide groups to develop a broad base of support. Recommend that representative from CLD address this topic and ask for cooperation and input at a meeting of the SUNY VPs for Academic Affairs Library directors should work with Academic VPs and other appropriate campus personnel to increase awareness of the importance of IL Library directors/library staff should involve campus governance groups, departmental faculty groups, academic councils, etc., by: Addressing these groups at their regular meetings Advocating appointment of librarians appointed to appropriate committees. Working with already established committees that may be addressing similar issues Presentations to SUNY wide faculty senate and local faculty governance groups Work with Distance Learning offices to address unique needs of these learners. Work with campus Undergraduate Academic Councils (or equivalent) and curriculum committees (campus wide and departmental) to promote integration of IL component into a broad spectrum of disciplines.
	Campus plans should identify methods for incorporating Information Literacy into distance and distributed learning programs.

Charge 3

Promote the adoption of the desired competencies across the curriculum Discussion The committee focused on the need to develop strategies to bring the importance of information literacy to the attention of faculty. The introduction of Writing Across the Curriculum was discussed as a model. Using existing teaching excellence and faculty development program personnel was also proposed. The need to develop an assessment component was identified.

Recommendations

	Establish a SUNY web site for information literacy.
	Develop discipline-independent information literacy modules that faculty can incorporate into courses.
	Promote adoption of information literacy competencies through established programs of faculty development.
	Encourage grants for information literacy integration into courses.
	Establish a connection with the SUNY Center for Professional Development in Technology.
	Create workshops to inform faculty of information literacy objectives.
	Utilize distance learning networks to share information.
	Maximize use of electronic publications to keep SUNY faculty aware of developments.
	Institute equipment and infrastructure incentives for faculty who develop courses that include information literacy competencies.

Charge 4

Develop an advocacy program that publicizes to SUNY faculty the principles of information literacy, especially in relation to accreditation.

Recommendations

	Recommend that the CLD work with SUNY-wide and local campus offices in charge of conducting outcome surveys of graduates, to have key questions regarding information literacy added to the surveys.
	Establish a SUNY task force of faculty/librarians with assessment expertise to develop effective tools or processes to assess the impact of IL curricular components and programs over the course of the undergraduate experience.
	Prepare a brochure listing IL competencies and accreditation standards for wide distribution.
	Develop an IL web page with resources to aid faculty in developing courses and assignments.
	Produce a video on value of Information Literacy for presentation in workshops and other groups.
	Make presentations to wide range of campus groups, bringing in outside speakers and making use of faculty who have been successful in implementing IL courses and assignments.
	Produce a Power Point or Web presentation that faculty/staff/administration can use in meetings to promote IL, e.g.: "why you need information literacy skills"
	Recommend that CLD work with SUNY central administration to emphasize importance of IL to campus VPs and Presidents
	Work through individual BI librarians, publicize on listservs, and through SUNYLA to involve librarians and raise awareness of IL. Library Directors need to make this a priority for their staff and provide support and resources to library staff to develop/implement IL programs.
	Make use of teleconference facilities to promote/share ideas with faculty/administrators across the state.
	Hold a pre-conference on IL at the FACT (Faculty Access to Computer Technology) meeting - Emphasize the availability of librarians to help develop assignments/classes and to teach sessions.
	Contact faculty who are already incorporating IL skills into their courses. Find out how they're doing it. What helped them be successful. What else could be made available to them to assist in the process.
	Provide forums (conferences, campus visits, etc.) for effective teachers (librarians or teaching faculty) to demonstrate methods of incorporating information literacy into the curriculum.

Charge 5

Share information about successful and model programs among SUNY campus via the Web and Listservs

Recommendations

Develop a Web page to disseminate information about information literacy and assist faculty to incorporate information literacy into their courses. Proposed contents of Web page to include: definition of information literacies list of competencies, examples of effective and ineffective assignments meant to teach competencies invite faculty to submit assignments as examples testimonies about the value of information literacy. bibliography of resources, including articles about poor information skills of graduates include a discussion/listserv forum for the topic. Discussion of issues through various listserv groups

Committee Members

Maryruth Glogowski, glogowmf@buffalostate.edu Library Director, Buffalo State College, Chair

Judith Adams, Director, Lockwood Library, University at Buffalo

Nancy Niles, Bibliographic Instruction Librarian, SUNY Cobleskill

Trudi Jacobson, Coordinator of User Education, University at Albany

Dr. Anthony Nowakowski, Associate Professor, Computer Information Systems, Buffalo State College

Dr. Sue Faerman, Associate Professor, Public Administration and Policy, University at Albany

Polly-Alida Farrington, PA Farrington Associates, Consultant