Collaboration Information Literacy Initiatives at Seton Hall University

Collaboration Information Literacy Initiatives at Seton Hall University Libraries Beth Bloom, October 5, 2006 Beth Bloom

Why Should We Collaborate? n Better solutions are a result of many personality types working together n Student achievement improves when librarians are involved in instruction n Collaboration results in wider expertise for all n Librarians will get increased exposure to curricular decision-making 1/23/2022 Beth Bloom

Essentials n n n n Meeting the challenge of change Cultures Assumptions Discourse Leadership Partnership Assessment 1/23/2022 Beth Bloom

Change is Difficult! n On an individual basis n n n Fear of the unknown Satisfaction with status quo Fear that job will change or be eliminated 1/23/2022 Beth Bloom

Institutional Change n At the institutional level n n Campus readiness Unifying constituencies Fear of instability among programs Need to want change 1/23/2022 Beth Bloom

Essential Questions: Part 1 n n n How did we develop collaborative relationships that facilitated the development of IL programs? How did faculty librarians, IT, and teaching faculty better understand each others’ perspectives? What styles of leadership are most productive in promoting effective collaboration? 1/23/2022 Beth Bloom

What Is the Organizational Capacity for Information Literacy? n n n Capacity for change University capacity vs. library capacity Teachers’ knowledge and skill vs. librarians expertise Technical resources Leadership skills of all involved 1/23/2022 Beth Bloom

Organizational Culture n “A pattern of shared assumptions…that has worked well enough to be considered valid and therefore to be taught to new members as the correct way to perceive, think and feel in relation to those problems. ” n 1/23/2022 Edgar Shein, 1992 Beth Bloom

Essential Questions: Part 2 n n How do faculty view librarians? Faculty and Librarian discourses Layers of culture: explicit and tacit knowledge What is the organizational capacity for information literacy? 1/23/2022 Beth Bloom

What Do Faculty Think of Librarians? n n n Process, Procedure oriented Rule-bound Service/custodial role rather than educational one Not seen as equals Not aware of instruction that librarians do 1/23/2022 Beth Bloom

Faculty and Librarian Discourse n n Layers of culture: explicit and tacit knowledge Explicit knowledge vs. tacit knowledge: n n Words vs. attitudes, beliefs Reports, manuals and products rather than subjective insights, hunches and intuition 1/23/2022 Beth Bloom

IL: The New Concept on Campus n n What kind of leadership is required to convince other constituencies of the importance of an IL program? What kinds of leadership qualities are necessary to build collaborative relationships on campus? 1/23/2022 Beth Bloom

What Is a Leader? n n One who can engage followers to achieve common goals One who can mobilize resources to satisfy the motives of followers. n 1/23/2022 James Mac. Gregor Burns, Leadership, 1978 Beth Bloom

Our Experience n Library Faculty as leaders n Long-term process n Proper leadership facilitated process 1/23/2022 Beth Bloom

Evolution from Bibliographic Instruction, Which: n n Often refers to handouts, tutorials, and one-shots Focuses on specific learning experiences Its goal is to assist a class with information literacy skills It often focuses on instructional objectives for a specific session 1/23/2022 Beth Bloom

To an Established IL Program, Which: n n Involves Program Development Focuses on academic programs, general education, writing programs Addresses IL standards and campus learning outcomes IL program matched with curriculum and campus political environment 1/23/2022 Beth Bloom

Partnerships: Librarians Must n n n Build relationships to effect change Address librarians’ definitions of IL Get on campus with faculty “Get in the faces” of teaching faculty Join committees 1/23/2022 Beth Bloom

What Next? n Assessment as Learning n Assessment of IL programs 1/23/2022 Beth Bloom

Assessment as Learning n n n What do you want the student to be able to do? What does s/he need to know in order to do it well? What will facilitate the learning? How will student demonstrate the learning? How will you know student has done this well? 1/23/2022 Beth Bloom

Assessment of IL Programs n n n What do you want the program to be able to do? What factors does the program demonstrate of exhibit if they are meeting outcomes? How will you gather data? How will you determine if you have achieved outcomes? How will discussion evaluation of the data occur? Who will be involved? 1/23/2022 Beth Bloom

Core: Best Practices Using the Library n n n University of Washington Earlham College Virginia Polytechnic Institute Indiana University –Purdue University at Indianapolis Evergreen State College 1/23/2022 Beth Bloom

University of Washington The UWIRED program Faculty and librarians receive technology training and develop coursework that integrates this technology (Also at Seton Hall) 1/23/2022 Beth Bloom

Earlham College Assignments developed in collaboration between a teaching faculty member and Librarian. (Also at Seton Hall) 1/23/2022 Beth Bloom

Virginia Polytechnic Institute and State University College librarian program. Librarians set up offices in the colleges (Also at Seton Hall) 1/23/2022 Beth Bloom

Indiana University-Purdue at Indianapolis 1/23/2022 Beth Bloom

Instructional teams approach. Program within University college. (Also at Seton Hall) 1/23/2022 Beth Bloom

Evergreen State College n n n Interdisciplinary team-based instructional model. Faculty and students study a single topic. They are considered “expert learners” (Part of Seton Hall Core curriculum initiative; librarians have joined the process) 1/23/2022 Beth Bloom

And the Future? It Has Arrived n n SHU Librarians are training faculty to infuse information literacy into their new courses? SHU Librarians are partnering with teaching faculty to infuse information literacy into their new courses? 1/23/2022 Beth Bloom

And the Future? 1/23/2022 Beth Bloom