<p>I. Programmatic Approaches to Analyzing Instructional Programs http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/aie/index.cfm Programmatic Approaches to Analyzing Instructional Programs </p><p>A good first step in the environmental scanning process is to benchmark the institution's instruction program against national guidelines. The Association of College & Research Libraries (ACRL) has created the following documents outlining guidelines and best practices for information literacy programs:</p><p> Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline, by ACRL’s Institute for Information Literacy. Approved by the ACRL Board, June 2003. Available: www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm </p><p> Guidelines for Instruction Programs in Academic Libraries, by the Policy Committee of the ACRL Instruction Section. Approved by the ACRL Board, June 2003. Available: http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesinstruction.cfm </p><p>These two documents describe components of exemplary information literacy programs. These documents do not describe any single information literacy program; instead they compile successful elements from many programs. Use these guidelines as a benchmark to rate your institution’s information literacy program, or to gain ideas for developing or improving your program. Elements from the Characteristics and the Guidelines have been synthesized into the checklist below. </p><p>A. Mission Statement Yes: No: Supporting Documentation: Does your information literacy program have a mission statement? </p><p>Does the mission statement: Include a definition of information literacy</p><p>Correspond to the institutional mission statement and other relevant institutional documents</p><p>Appear in other appropriate institutional documents </p><p>Reflect the contributions and expected benefits to all institutional constituencies </p><p>Recognize the diverse nature of the learning community, including: learning styles, attitudes, educational levels, life experiences, cultures, technology skill levels, proximity to campus, etc. Recognize that instruction programs prepare learners for curricular activities as well as lifelong learning Is the mission statement consistent with the Information Literacy Competency Standards for Higher Education? (available at: http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm) Is the mission statement reviewed regularly to reflect changes in the institution and learning community? </p><p>B. Goals and Objectives Yes: No: Supporting Documentation: Does your information literacy program have stated goals and objectives?</p><p>Are the goals and objectives consistent with the mission, goals, and objectives of other programs, departments and the institution?</p><p>Do the goals and objectives: Articulate the integration of information literacy across the curriculum</p><p>Establish measurable outcomes for evaluation of the program</p><p>Reflect the desired outcome of preparing students for academic pursuits and lifelong learning</p><p>Accommodate student growth in skills and understanding throughout the college years</p><p>Apply to all learners, regardless of delivery system or location</p><p>Correspond to the Information Literacy Competency Standards for Higher Education</p><p>Are the library’s specific learning outcomes aligned with the Objectives for Information Literacy Instruction? (available at: http://www.ala.org/ala/mgrps/divs/acrl/standards/objectivesinformation.cfm) Is the institutional community involved in creating campus-wide information literacy goals? </p><p>Are the goals and objectives periodically reviewed and evaluated?</p><p>C. Strategic Planning Yes: No: Supporting Documentation: Does your institution engage in strategic planning for information literacy?</p><p>Does strategic planning: Involve students, faculty, librarians, administrators, and other constituencies as appropriate Establish formal and informal mechanisms for communication and ongoing dialogue across the academic community</p><p>Articulate its mission, goals, objectives and pedagogical foundation</p><p>Incorporate findings from environmental scans</p><p>Anticipate and address current and future opportunities and challenges</p><p>Correspond to library and IT planning and budget cycles</p><p>Accommodate program, department, and institutional levels</p><p>Address, with clear priorities, human, technological and financial resources, current and projected, including administrative and institutional support Have mechanisms for articulation within the curriculum Establish the means for implementation and adaptation</p><p>Include a program for professional, faculty, and staff development</p><p>Establish a process for assessment at the outset, including periodic review of the plan to ensure flexibility</p><p>D. Institutional and Administrative Support for Information Yes: No: Supporting Literacy Documentation: Does your institution’s administration support information literacy?</p><p>Does the administration: Communicate support for the program</p><p>Plant information literacy in the institution’s mission, strategic plan, policies and procedures</p><p>Identify or assign information literacy leadership and responsibilities</p><p>Recognize and encourage collaboration among disciplinary faculty, librarians, and other program staff and among institutional units</p><p>Provide funding and ongoing support for the stated goals of the program, including: Formal and informal teaching facilities (including equipment and Appropriatesoftware) staffing levels of all personnel connected with the program, (including student, clerical and technical assistance)</p><p>Professional development & continuing education Equipment and supplies for design and production of instruction materials</p><p>Promotion of information literacy program</p><p>Reward achievement and participation in the information literacy program</p><p>Are instructional personnel encouraged to work with development/fundraising officers to expand or enhance the program?</p><p>E. Teaching Facility Yes: No: Supporting Documentation: Does the library have a dedicated teaching facility?</p><p>Does the library have access to teaching facilities elsewhere on campus?</p><p>Are available teaching facilities sufficient in size and number to meet the goals of the information literacy program?</p><p>Does the facility: Allow the instructor to demonstrate information systems</p><p>Accommodate active learning and student collaboration F. Information Literacy in the Curriculum Yes: No: Supporting Documentation: Is information literacy formally articulated with your institution’s curriculum?</p><p>Is information literacy’s integration into the curriculum included in documents that are widely disseminated?</p><p>Does the articulation of information literacy in the curriculum: Identify the scope (i.e. depth, complexity) of competencies to be acquired at the disciplinary level and course level Sequence and integrate competencies throughout a student’s academic Examples: career, progressing in sophistication o First-year seminars o Writing across the curriculum programs o general education core requirements o research methods courses in disciplinary majors o linked credit courses o learning communities/cohorts o undergraduate research experiences o internships o experiential learning/service learning courses) o capstone courses Specify programs and courses charged with implementation</p><p>Use local governance structures to ensure institution-wide integration into academic or vocational programs</p><p>Emphasize student-centered learning Do instruction librarians seek opportunities for collaborative engagement in new institutional initiatives and redesigned curricula?</p><p>G. Collaboration with Faculty and Others Yes: No: Supporting Documentation: Do faculty, librarians, and others collaborate in information literacy at your institution?</p><p>Does the administration recognize and encourage collaboration among disciplinary faculty, librarians, and other appropriate institutional units?</p><p>Does collaboration: Center around enhanced student learning and the development of lifelong learning skills</p><p>Engender communication within the academic community to garner support for the program</p><p>Result in a fusion of information literacy concepts and disciplinary content </p><p>Identify opportunities for achieving information literacy outcomes through course content and other learning experiences</p><p>Take place at the planning stages, delivery, assessment of student learning, and evaluation and refinement of the program</p><p>Involve sharing of budgetary responsibilities with other campus units when appropriate H. Pedagogical Approach to Information Literacy Yes: No: Supporting Documentation: Does the information literacy program’s pedagogy: o Sourcebook of Bibliographic Support diverse approaches to teaching Instruction o Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education</p><p>Respond to multiple learning styles</p><p>Include active and collaborative activities</p><p>Encompass critical thinking and reflection</p><p>Support student-centered learning</p><p>Build on students’ existing knowledge</p><p>Link information literacy to ongoing coursework and real-life experiences appropriate to program and course level</p><p>Include collaboration with faculty in order to increase overall student engagement in the learning process and encourage reflective thinking</p><p>Incorporate appropriate information technology and media</p><p>Include multiple modes of instruction, such as: individualized instruction; group instruction; web tutorials or web-based instruction; synchronous and asynchronous modes of instruction; course management software; etc. I. Staffing Levels Yes: No: Supporting Documentation: Is the staff adequate in number and skills to support the program’s mission? </p><p>Does the staff: Include persons with a variety of expertise, including: librarians, disciplinary faculty, administrators, program coordinators, graphic designers, web Includedesigners, access teaching/learning to expertise outside specialists of the library, such as: faculty development offices, teaching/learning centers, technology support centers, institutional research/assessment offices, campus/student life Serveoffices as role models, exemplifying and advocating information literacy and lifelong learning</p><p>Develop experience in instruction/teaching and assessment of student learning</p><p>Develop experience in curriculum development and expertise to develop, coordinate, implement, maintain, and evaluate information literacy programs Employ a collaborative approach to working with others</p><p>Receive and actively engage in systematic and continual professional development and training </p><p>Receive regular evaluations about the quality of their contribution to the program</p><p>Does the library provide a structured program for orientation and training of new instruction personnel </p><p>Does the library provide release time for staff to engage in continuing education or professional development? Does the instruction coordinator/manager have clearly written position description setting forth the scope of their responsibilities?</p><p>J. Outreach Yes: No: Supporting Documentation: Does the information literacy program outreach to the academic community?</p><p>Do outreach activities: Communicate a clear message defining and describing the program and its value to targeted audiences</p><p>Target a wide variety of groups Examples: o First-year seminars, writing- across the curriculum programs o general education core requirements o research methods courses in disciplinary majors o linked credit courses o learning communities/cohorts o undergraduate research experiences/internships o experiential learning/service learning courses) o capstone courses</p><p>Provide targeted marketing and publicity to stakeholders, support groups, and media channels</p><p>Use a variety of outreach channels and media, both formal and informal</p><p>Include participation in campus professional development training by offering or co-sponsoring workshops for faculty and staff </p><p>Advance information literacy by sharing information, methods, and plans with peers from other institutions</p><p>Are outreach activities the responsibility of all members of the institution, not simply the librarians? K. Assessment Yes: No: Supporting Documentation:</p><p>Does the information literacy program incorporate student assessment?</p><p>Does assessment for student outcomes: Include student-, peer-, and self-evaluation</p><p>Focus on student performance, knowledge acquisition, and attitude appraisal </p><p>Assess both process and product</p><p>Acknowledge differences in learning and teaching styles by using a variety of Examples: appropriate outcome measures o portfolio assessm ent o oral defense o quizzes o essays o direct observati on o anecdota l o peer and self review] o experien ce</p><p>Occur on an ongoing basis</p><p>Is assessment coordinated with teaching faculty (since learning outcomes are a shared responsibility)?</p><p>Does the information literacy program incorporate program-level assessment? K. Assessment Yes: No: Supporting Documentation:</p><p>Does program-level assessment: Establish the process of ongoing planning/improvement of the program</p><p>Measure directly progress toward meeting the goals and objectives of the program</p><p>Integrate with course and curriculum assessment, as well as institutional evaluations and regional/professional accreditation initiatives</p><p>Assume multiple methods and purposes for assessment/evaluation, including: Examples: formative and summative; short term and longitudinal o Needs assessment o Participant reaction o Learning outcomes o Teaching effectiveness o Overall effectiveness of instruction Is the assessment criteria articulated in readily available documents pertaining to the program’s mission, description and outcomes?</p><p>Do assessment results indicate that the instruction program supports the goals set forth in its mission statement or statement of purpose?</p><p>Are specific learning outcomes addressed and specific assessment methods identified?</p><p>Does the information literacy program respond to ideas resulting from assessment to improve the program?</p><p>Are adequate resources allocated to assessment (time, staffing, equipment (i.e. software, personal response systems, etc.)?</p>