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Final Report
April 24, 1998
The SUNY Information Literacy Web-Based Task Force was charged to:
- develop or adopt a modular, generic web-based information literacy course(s) for use
throughout the SUNY system.
- make recommendations regarding ownership and dissemination of course(s).
- make recommendations on how to carry out student learning outcomes assessment of its
use.
The Task Force has held discussions via e-mail and phone since March 1997. Task Force
members also met in person at the SUNY Librarians Association Conference held in Cortland,
New York in June 1997. Comments and feedback were requested from the SUNY Council of
Library Directors via the SCLD listserv during Spring 1998. Comments and suggestions have
been reviewed and incorporated into this Final Report.
Charge: -
To develop or adopt a modular, generic web-based information literacy course(s) for use
throughout the SUNY system.
Discussion: Task Force members felt strongly that information literacy competencies
needed to be identified prior to content development. The SUNY Information Literacy
Initiative Task Force, chaired by Maryruth Glogowski, has completed Information Literacy Competencies.
The Task Force also discussed the elements of time and labor when developing web-based
instruction. Effective web-based tutorials and courses require a great deal of time to
both design and maintain. It is estimated that 500 hours of one librarians time is needed
to design a web-based tutorial, and 500 hours per year devoted to maintenance of web
instruction. Institutions unwilling or unable to devote the necessary resources to web
instruction will not be able to create and maintain a suitable product. (See
Scholtz-Crane, Ann. "Reflections on creating web-based instruction." Internet
Trend Watch for Librarians 2 (7) July 1997.
Recommendations:
 | The Task Force recommends that the design of information literacy web-based courses
follow the Information Literacy Competencies as listed by the Information Literacy
Initiative Task Force. |
| The Task Force also recommends that information literacy web-based courses are a
supplement to, not a replacement for, information literacy and library instruction
programs offered on campuses. |
| The Task Force recommends that institutions devote time and resources (approximately
10-20 hours per week) for one librarian to create and maintain information literacy
web-based instruction. Campuses may elect to offer LIB 111: Information Literacy course
available through the SUNY Learning Network if funding and staff are not available. The
Task Force, emphasizes, however, that information literacy web-based courses are a
supplement to, not replacement for, information literacy and library instruction programs
offered on campus. |
| The Task Force offers these modules as a suggested outline for the creation of an
information literacy web-based course with the understanding that each library/campus will
need to modify these modules to meet their campus' specific library and technology needs.
(Information Literacy Competencies that apply to each module are given in parenthesis.)
Module 1 : Introduction to Information
 | Recognizing what information is |
| Different ways information is organized |
| (Competency 1) |
Module 2 : Formulating a Research Question
| Brainstorming topics |
| Narrowing a topic |
| Creating a timeline for research |
| (Competencies 1, 2) |
Module 3 : Developing Effective Search Strategies
Where to look for information:
| Print, nonprint, CD-ROM, electronic library catalogs, Internet |
How to look for information:
| Controlled vocabulary |
| Keyword searching |
| Boolean searching |
| Truncation |
| Limiting |
| Wildcards |
| (Competency 2) |
Module 4 : Basic Information Resources in Various Formats (print, nonprint, CD-ROM,
electronic library catalogs, Internet)
| Library tour |
| Classification scheme (Library of Congress, Dewey, etc.) |
| Background information |
| Encyclopedias |
| Browsing shelves |
| Biographical information |
| Consulting experts |
| Maps |
| Statistics |
| (Competency 2) |
Module 5 : Electronic Library Catalogs (Online public access catalogs)
| How to search the home library's catalog effectively by author, title, subject, keyword,
etc. |
| How to locate the information found (i.e.: locate a book on the shelf by call number,
access an online database or document, etc.) |
| (Competencies 2, 3) |
Module 6 : Indexes and Abstracts: How They Work
| Using information access tools in print, nonprint, CD-ROM, Internet |
| Tips and techniques |
| Truncation, limiting, Boolean searching, etc. |
| (Competencies 2, 3) |
Module 7 : Searching the World Wide Web Effectively for Information
| (Competency 3) |
Module 8 : Evaluating the Information You Find
| Selecting the "best" information by determining credibility, authority,
timeliness, accuracy in a variety of formats (print, nonprint, CD-ROM, Internet) |
| (Competency 4) |
Module 9 : Recording Your Information
| Understanding plagiarism |
| Citing information |
| Citing information in appropriate format (APA, MLA, Chicago, etc.) |
| (Competency 8) |
The Task Force analyzed information literacy web sites both within and outside SUNY.
The Task Force would like to thank Elise Torrey, graduate student in the School of
Information and Library Studies at the University at Buffalo, for helping us to identify
pertinent web sites. The number of information literacy web sites available on the World
Wide Web are numerous. The Task Force lists a few sample web sites for campuses to use as
models: (A more complete list can be found at
http://library.lib.binghamton.edu/sunyla/Welcome.html temporary home of the SUNY
Librarians Association Library Instruction Committee's web site.)
Information Literacy Web Sites Within SUNY:
Information Literacy Web Sites Outside SUNY:
The Task Force also recommends that a textbook can be used with information literacy
web-based courses. One example is Carla List's textbook Introduction to Information
Research. Kendall-Hunt, 1997.
Charge:
2. make recommendations regarding ownership and dissemination of course(s).
Discussion:
The Task Force discussed the vehicle to be used for web-based information literacy courses
to the SUNY community. At present, Ulster County Community College offers a one credit
information literacy web-based course LIB 111 : Information Literacy course through the
SUNY Learning Network. Students can enroll in this course for credit via distance
learning. However, depending on the learning abilities of each campus' student body, each
campus may want to design their own information literacy web-based course customized to
their campus and student needs.
Recommendation:
| The Task Force recommends that each campus design their own information literacy
web-based course, taking into consideration the modules outlined in this report, time and
resource requirements, and the competencies set forth by the Information Literacy
Initiative. Campuses may elect to offer LIB 111: Information Literacy Course available
through the SUNY Learning Network. The Task Force strongly recommends that librarians and
faculty collaborate on the design, dissemination, and assessment of such a course. |
Charge:
3. make recommendations on how to carry out students learning outcomes assessment of its
use.
Discussion:
The Task Force looked at assessment occurring in information literacy web-based tutorials
and courses across the country. A review of the literature was also conducted, revealing
sparse information on point of this topic. (The Task Force would like to thank Jeanne
Tuohey, Head of Reference Services, Niagara County Community College, for aiding us in our
search of the literature.) Discussion concerning types of assessment best suited for
web-based courses occurred. As a result of this discussion, the Task Force makes the
following recommendations concerning assessment.
Recommendations:
The Task Force recommends the following concerning assessment of information literacy
web-based courses:
| Librarians and faculty should be involved in assessment of student learning. |
| Employing both quantitative and qualitative assessment measures strengthens results.
Examples of quantitative measures include, but are not limited to: surveys,
questionnaires, comparative analysis of bibliographies and/or webliographies, or
completion of specific performance tasks. |
| Qualitative assessment, as opposed to quantitative assessment, is strongly preferred.
Qualitative assessment, such as the use of open ended questions, requires a student to use
higher order thinking. Such assessment also allows for authentic assessment -- applying
research questions to real-world experiences. Examples of qualitative assessment measures
are, although not limited to: portfolios, research projects, journals, interviews, and
self-evaluations. These can be administered online or in print. If online assessment is
used, authenticaiton of the student's work must occur. |
| Timing of assessment needs to be considered. Assessment should occur after the student
has had the time and opportunity to apply learning in other courses. |
| The Task Force also recommends revisiting the web-based recommendations within 5 years
with a committee of information literacy experts (librarians and faculty) from SUNY
campuses. |
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Committee Members:
Dr. Gail M. Staines, Chair
Coordinator of Library Instruction
Library Learning Center
Niagara County Community College
3111 Saunders Settlement Rd.
Sanborn, New York 14132
phone: (716) 731-3271, ext. 408
fax: (716) 731-7118
e-mail: staines@alpha.sunyniagara.cc.ny.us
Carla List
Collection Development and Instruction Librarian
State University of New York at Plattsburgh
Plattsburgh, New York
e-mail: listck@splava.cc.plattsburgh.edu
Dr. Martin Raish
Coordinator of Information Education
State University of New York at Binghamton
Binghamton, New York
e-mail: mraish@library.lib.binghamton.edu
David I. Trithart
Associate Librarian
State University of New York at Potsdam
Potsdam, New York
e-mail: trithadi@potsdam.edu
Updated: April 24, 1998, Gail M. Staines
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