Developing Model Curriculum for Information Literacy Standards in a Small Liberal Arts College

Dr. Sandra M. Weiss,
Dr. Gail Shanley Corso,
Dolores A. Kelly
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This is a 30-minute paper proposal that will explain the steps necessary to integrate an information literacy program into a higher education curriculum. An interdivisional team of six faculty members along with one administrator from instructional technology and two librarians, met weekly to develop recommendations for an information literacy program at a small liberal arts College in the mid-Atlantic area. Committee members researched model information literacy programs and performance standards as specified by the Middle States Committee on Higher Education and the Association of College and Research Libraries (ACRL). Additionally, members examined syllabi of several courses taught at the college from across the disciplines. The syllabi provided information to develop a database correlating ACRL information literacy performance standards to the course objectives.
Committee members electronically surveyed full, part-time, and adjunct faculty to identify where information literacy standards were incorporated into courses. The survey contained 11 statements and identified five learning outcomes of information literacy. Faculty members responded as to whether the information literacy learning outcome was a major or minimum component of their course or courses. Twenty-nine percent of full, part-time, and adjunct faculty responded to the survey. Data from the survey included 96 responses for courses at the 100-, 64 at the 200-, 33 at the 300-, 18 at the 400-, and 32 at the graduate levels. Of the 243 courses reported by faculty, 40 percent were 100-level courses, 26 percent 200-level courses, 14 percent 300- level courses, 7 percent 400- level courses, and 13 percent graduate level courses.
The results of the course survey suggested that information literacy is pervasive in the curriculum. The survey results confirmed information gleaned from the course syllabi database. However, while information literacy is evidenced in the curriculum of most major programs and core courses, the information literacy standards as learning outcomes were not sequenced in a systematic and developmental manner.
Recommendation included: securing college community approval through faculty senate processes, educating faculty about information literacy and how it is evidenced at different levels in each of the disciplines, and developing indicators for achievement of the information literacy competencies at four levels: novice, emergent, proficient and accomplished.
While other colleges are integrating information literacy into the curriculum, this model values collaborative communication processes through all aspects of transformation. This process is acknowledged by all participants as a work in progress.

Keywords: Information Literacy, Curriculum Design, Research, Critical thinking, Technology and automated notetaking, Communication, Standards of performance, Disciplinary knowledge, Assessment, Learning
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Developing A Model Curriculum for Information Literacy Standards in a Small Liberal Arts College

Dr. Sandra M. Weiss

Associate Professor, Division of Arts and Sciences, Neumann College

Dr. Gail Shanley Corso

Associate Professor, Division of Arts and Sciences, Neumann College

Dolores A. Kelly

Assistant Professor, Director of Certification and Field Experience, Widener University

Ref: L05P0126