Monday, May 15, 2006

Welcome! Please Introduce Yourselves!

Welcome to the TLT Group/ACRL workshop Information Literacy Best Practices. This blog is the place to post questions, discuss with other people in the workshop, and exchange ideas. To add to the blog, reply to each post in the comments section. Workshop leaders will be adding posts as we continue throughout the workshop. Please check back here for updates and more information.

Let's start by introducing ourselves to one another. Please give us your name, title and institution. Also, how do you hope to improve information literacy at your institution? What are some of the biggest challenges you currently face?


At 11:14 AM, Blogger Ilene said...

Joanna, thanks for getting the blog up and running! I'm going to post a reply to get the ball rolling... I'm a reference/instruction librarian at the University of South Florida Tampa Campus. I've been here since 1974 and during most of that time, I've had some sort of teaching component in my job assignment. I've sought out other teaching opportunities as well and have been teaching a course a semester for our School of Library and Information Science and more recently some courses for University of Maryland University College. Much of this has been online teaching. I've been teaching online since 1996 and I find the whole thing fascinating! Online teaching/learning works! As to our concerns about information literacy here at USF... We're a very large institution and we have yet to find a way to cover all the bases. We can talk more about some of the other things we've got going on, but the latest is that we hope to make some new inroads since "information literacy" is a dimension in our new General Education course approval process.

At 12:56 PM, Blogger Susan said...

Hello fellow bloggers! I am fairly new to the USF Tampa Library, but I am very excited to be part of the new Research Services and Collections Unit of the library. My speciality is education, which is partly why I am so passionate about discussing pedagogical questions surrounding information literacy. I have taught both credit classes related to English teaching and information literacy, but I have also spent many years teaching library instruction classes at all levels. I do think that being involved with library/information literacy instruction is both interesting and fun. One challenge at USF, as Ilene pointed out, is that we are such a large institution. How do we reach students effectively? Another challenge we face is delivering discipline specific instruction that systematically addresses upper level skills for upperclassmen, master's students, and PhD students. I'm looking forward to exploring and discussing best practices with all of you.

At 9:51 AM, Anonymous Larry Duerr said...

Hi, I'm Larry Duerr, reference and instruction librarian from Alverno College in Milwaukee, WI. The biggest challenge we face here is getting faculty to buy into IL as an integrated part of the curriculum. While they generally support the concept, they balk at the word "literacy" to describe the skils of locating, evaluating and using information. What we hope to do here is to make IL instruction a required component of the first year experience. I'm looking forward to exploring future IL topics with the rest of the group.

At 12:48 PM, Blogger Susan said...

Dear Larry,

Thanks for your post! Getting faculty buy-in is one of those challenges that affects all academic libraries be they big or small. There are several approaches you can take to this. One is to explore ways you can strengthen outeach and librarian-faculty collaborations, including close collaboration with courses that deal with first year students to create an integrated approach with, say all Freshman English classes. We will be talking a bit about approaches to collaboration in our future workshop sessions. Another strategy is to conduct a curriculum assessment of your own where you identify the courses where IL is going on already, and then look at the rest of the curriculum. Where do you have research methods classes being taught without a library component? Of course not all courses are appropriate for IL concepts or activities, so see if you can identify potential IL/research/writing intensive classes first and then approach non-participating faculty as diplomatically as possible about adding a "library instruction component" (you don't even have to call it IL). Then, start to build IL as you go. Finally, there are administrative approaches to getting faculty buy-in where librarians or library administrators collaborate with other groups on campus on things like adding IL to the core courses in a general education curriculum. Those approaches are more difficult if librarians have never been involved before. It really helps to have someone at your library who does have a leadership responsibility or role with regard to information literacy/library instruction because then that person can be the one who gets out of the library to promote IL and create the administrative connections in a consistent way along with following up on initiatives as they happen.

At 3:29 PM, Blogger kaijsa said...

Hello! I'm Kaijsa Calkins and I'm new to the University of Wyoming, where I'm a reference librarian. There is an active instruction program here in the reference department, and I'm anxious to get started with that. Before coming to UW, I was a reference and instruction librarian at another university and a few community colleges in Washington state, where public colleges and universities are working toward aligning IL competencies. From that experience, I've become interested in exploring how IL instruction can be distributed across the curriculum in strategic and developmentally appropriate ways to better serve all students, and transfer students in particular.

At 3:50 PM, Anonymous Larry Duerr said...

Hi Susan,

Thanks for the reply. Due to some changes in staffing I will soon be the person who manages and coordinates instruction (as well as some teaching too)at the library. Fortunately, the library director is a big supporter of IL and has done some of the leg work in cultivating faculty/administrative relationships (she has been at her post for 2 years). We are also fortunate to have a relatively new college president who is a strong library and technology supporter. I look forward to hearing more about approaches to "getting out of the library" and creating those important relationships at the administrative levels of the college.

At 3:56 PM, Blogger Joanna Beiter said...

So glad to see people posting to the workshop blog!

At 12:42 PM, Blogger Susan said...

The Institutional Readiness Checklist for Information Literacy Best Practices is now available for viewing and downloading at:

At 12:43 PM, Blogger Susan said...

Dear Larry,

Congratulations on your new responsibilities! We'll definitely include some tips about collaboration activities.

At 10:01 AM, Blogger Midway Library said...

Hi, I am Billie Ann Gebb, reference librarian at Midway College in Midway, Kentucky. I hope to improve information literacy here by formalizing the program so that IL is less of a hit or miss kind of thing (i.e. some students are getting it and some are not). The checklist for best practices will help me get started on that, I think. The biggest challenges facing our program are administrative support and reaching our increasing off-campus and online student population.

At 10:33 AM, Blogger Carol said...

Hello. I'm Carol Skalko, Reference and Access Services Librarian at Albertus Magnus College. We are a small Catholic college in New Haven, CT. I just received my MLS two years ago so I’m still fairly new to all aspects of the profession. I have found teaching IL sessions to be the most challenging and rewarding. We have no official IL program here so most of what I do is a result of research I’ve done about IL, or trial and error. At present most sessions are at the invitation of the instructors, who have specific lists of topics they want covered: databases, catalog, web evaluation, etc. Generally they want too much for the time they allow. We are in the process of creating a formal IL component for the freshman experience courses. I am hoping that if we successfully integrate IL into this program, it will serve as an example to the rest of the faculty.

At 11:54 AM, Anonymous Kim said...

I'm Kim Babcock Mashek and I am currently an information literacy librarian at Wartburg College in Waverly, Iowa. This is my first job and I'm just finishing my first year. What I hope to gain from this workshop is more skills on teaching classes and how I can adapt my style to the program that already established. The program at Wartburg is integrated into the curriculum and the program has been named one of the best practices libraries. I'm hoping that I can gain ideas to help form my teaching skills and also figure out how I can use the web to enhance our program.

At 3:47 PM, Blogger Gail said...

I am Gail MacKay from Indiana University Kokomo. We are a small regional campus of Indiana University. We serve about 3,000 students. I am the coordinator for library instruction. We are in the process of revising our General Education curriculum both institution-wide (8 campuses) and as a local campus. Information Literacy was the first goal to be added to the campus gen ed curriculum. I sit on the Curriculum committee. Librarians may be interested to hear that as other parts of the gen ed curriculum are being developed they have names like "Quantitative Litercy" or "Cultural Literacy" or "Science Liteacy." I think they took the cue from the Library. I am interested in this workshop as an generator of ideas for integrating IL into the curriculum. The faculty will submit class assignments /experiences that they feel meet the IL goal. Librarians will be determining if, in fact, they do. So I anticipate needing lots of ideas.

At 8:49 PM, Blogger Ilene said...

Gail, we too have noted a lot of "literacies" at the University of South Florida. Did you notice the latest one seems to be "spatial literacy"? I thought that they were going to teach me to stop bumping into walls, but instead it has something to do with mapping, etc. The announcement I saw was this one:

At 2:06 PM, Anonymous Robert said...

Hi. I'm Robert Miller, Reference and Instruction Librarian at University of Maryland University College (UMUC, home of LIBS 150). We have good administrative support: for example, along with our Center for Teaching and Learning, I am developing a faculty workshop, Information Literacy in the Natural Sciences. (I welcome tips and suggestions for that!)

I hope to learn about improving IL delivery, such as creating more interaction in a face-to-face class. Also, how to identify and teach higher-level IL skills.

I missed the first session, but saw the archived version. It was excellent! --Robert

At 4:36 PM, Blogger Susan said...

Robert and Kim both mentioned they'd like teaching tips for face to face classes. I hope fellow Bloggers can talk about things they have found "best practices" in their own classrooms. I've already recommended one of my favorites, which is the book Teaching Information Literacy: 35 Practical Standards-based Exercises for College Students. We talked also about the IL-I discussion list. The archives for the list are searchable so if you are interested in learning from the collective wisdom of the listers, try it!

At 6:17 PM, Blogger Lois Radford said...

Hello. I’m Lois Radford, Coordinator of the Learning Resources Center at Tidewater Community College. Our faculty all give lip service to information literacy but they are mostly adjuncts, with other full time jobs and no spare time for anything outside of regular class hours. This year, since workshops haven’t seemed to “draw a crowd,” we plan to try a one-on-one approach. We have offered to meet with any instructor, at any time, to discuss any subject they wish. The Provost is considering requiring instructors to spend at least one hour per year in some sort of library orientation as a condition for employment.

What I’m really looking for is tips and fresh information for student orientations. You may already know this one but, I’ll throw it out as an example. Students are so sure librarians exaggerate the dangers of cutting and pasting information from Google hits, it’s not always easy to find sites that are quick, in-your-face examples of why this is a bad idea. One of the sites I’ve found is If you do a plain Google search for Martin Luther King (no quotes), this site will be about the third hit in the list. It looks good from the first page. It has nice graphics and nice mouseover links. And, if you lived in China and were writing a paper on Martin Luther King for your English class, you might believe the information on this site is true. However, if you drill down to see who hosts the site, you’ll see it’s a group called “Stormfront.” If you click to see who they are, you’ll come to a “World Wide White Pride” page. By the time you take students through a few of their links, you usually have their attention. I like to take them to the link from to their “Learn More About Kwanzaa” page at It’s an article by Tony Snow. Then, I ask if they know who Tony Snow is. The discussion usually gets pretty lively after that.

At 8:40 AM, Blogger Jalyn Warren said...

Hi. I’m Ms. Jalyn (Jay) Warren, Electronic Resources/Web Librarian and Department Chair of the Library, from Community College of Philadelphia (PA).

There are currently nine full-time library faculty members, all working together to create an Information Literacy (IL) Plan for our institution. An introduction to the Plan, based on ACRL guidelines and standards, is in the draft stage. The ideal would be to offer a 3-credit IL course. Approval may be more difficult for the course, so imbedding IL in all writing courses is our focus at this time. Collaboration with English, and other discipline, faculty is an important part of this process.

A major challenge we are currently facing is that many of the discipline faculty are confusing computer literacy with IL and not realizing the importance of IL in ALL courses.

At 11:45 AM, Blogger David said...

Hi, I'm late again! This time my excuse is I was at an Information Literacy conference called "Common Ground: Information Literacy at Two and Four-Year Colleges." Very good stuff!

Oh, I'm sorry... I forgot to introduce myself. I'm David Kent, Reference & Instruction Librarian at Peninsula College.

At 1:50 PM, Blogger bobbie said...

hi, my name is bobbie williams. i am the reference and instruction librarian at the University of Texas Permain Basin. This is a tiny school and we have a tiny staff at the library. Things are slowly progressing for information literacy or at least library literacy mostly through new professors and a fairly new mandatory freshman seminar which we are able to participate in. i find that i really have very brief amounts of time whenever i have classes to conduct, whether they are in the library or i go to their classrooms. so far i am able to fit in only the most basic library usage information in a nutshell. i am stuck on how to reach out to transfer in students who aren't required to take the seminar and who desperately need a little information literacy sometimes along with some computer literacy too.

At 10:13 AM, Anonymous Robert said...

Hi. Robert Miller here, from University of Maryland University College (UMUC).

The topic of UMUC's LIBS 150 course has come up: Ilene is one of our instructors!

LIBS 150 is a 7-week, 1 credit course that undergrads have to take during their first 18 credits of coursework. It's an award winning course!

LIBS originated in UMUC Information and Library Services, but now it's part of the School of Undergraduate Studies. Elizabeth (Beth) Mulherrin--a librarian tried and true!--is in charge of LIBS. Here is Beth's email:

At 6:31 PM, Blogger Susan said...

Dear Robert,

Thanks for posting the link to the terrific IL course on your campus. Lots of places are looking for IL type classes that can be stand alone or adapted to various disciplines. The link to my class syllabus for the 3 credit hour class here at USF is
LIS 2005

At 10:40 AM, Blogger Idun said...

Hi all,
I'm Lisa Nichols and am the Instructional Services Coordinator at Morehead State University in KY. The position was created due to a retirement last year so IL was sort of hit or miss around here. I started last August. The hardest part has been getting the word out and overcoming stereotypes and misconceptions based on what went down here before I came. The best part has been starting from scratch. I get to create (while trying not to reinvent the wheel) the program from the ground up.

Before my MSLIS, I taught MS/HS English and ESL and did adjunct for a language institute so I feel pretty comfortable with the teaching and programming parts. The moving it online and collaborating with the faculty parts are my big challenges.

Librarians talk a lot about collab, but I don't think teachers see us that way. I certainly did not when I was a teacher. Also I don't recall ever being presented with the idea of collaborating with librarians. I think breaking through such entrenched modes of interaction is one of our greatest challenges.

At 12:10 PM, Blogger Susan said...

Dear Lisa,

Thanks for your thoughtful post about the challenges of collaboration. It takes awhile to change both the culture of the library and the culture of your school if that culture has not seen librarians as productive partners in the teaching and learning environment. It begins one faculty member at a time, one relationship at a time, and then a willingness to support the collaboration process within your organization. So, give it time and enjoy the challenge!

The ACRL Instruction Programs in Academic Libraries document (see latest new post on the Blog) can help you figure out how to start from scratch and build, along with the ACRL Best Practices Web Site and checklist. I hope you are getting some ideas from our online workshop that you can apply every day!

At 12:14 PM, Blogger Susan said...


Thanks for the discussion about orientations at Tidewater! We are in the process of looking at our orientations here at USF trying to find ways to engage students as well. It's difficult when there are no assignments and no real focus, but it's necessary. After all, that may be your only chance to make an impression on some of the population! I would be interested in hearing a lot of ideas in this group about how you engage students when you do general orientations.

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