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Information Literacy Faculty Toolkit

Information Literacy Program

This document updates Library Services’ existing Information Literacy Plan completed in 2004.  With significant changes to Information Literacy at both the national and institutional level, it is important to revise the existing Information Literacy Plan to reflect these changes.  At the national level, the Association of College and Research Libraries (ACRL) is working to update the Information Literacy Competency Standards for Higher Education originally adopted in 2000.  At the institutional level, the College approved new College Academic Learning Goals (CALG) in 2014.  Information Literacy is a significant part of these new College Academic Learning Goals.

Mission

Defining Information Literacy at Delaware County Community College

College Academic Learning Goal (Information Literacy)

Graduates will demonstrate the ability to find, evaluate, and communicate information found in the course of their research.

National Information Literacy Standards

In 2000, the Association of College and Research Libraries (ACRL) adopted the Information Literacy Competency Standards for Higher Education.

  • The information literate student determines the nature and extent of the information needed.
  • The information literate student accesses needed information effectively and efficiently.
  • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
  • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
  • The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Please select the link for the complete ACRL Information Literacy Competency Standards for Higher Education Standards, Performance Indicators, and Outcomes.

In 2012, the Association of College and Research Libraries approved the process to revise the Information Literacy Competency Standards for Higher Education.  While the revisions are still in draft form, the task force has developed a Framework for Information Literacy for Higher Education.  This framework includes six frames:

  • Scholarship is a Conversation
  • Research as Inquiry
  • Authority is Contextual and Constructed
  • Format as a Process
  • Searching as Exploration
  • Information has Value

When the Association of College and Research Libraries adopts the new Framework for Information Literacy for Higher Education, Library Services at Delaware County Community College will revise the existing Information Literacy Plan to ensure it meets this new framework.

Articulation (program sequence) within the curriculum

Enhanced Orientation

Developmental Learning Competencies

General Learning Competencies

Advanced Learning Competencies 

Discipline Specific Learning Competencies

Models of Information Literacy Education

In order to promote information literacy education at Delaware County Community College, faculty librarians utilize seven models.  While each model offers students the skills, knowledge, and abilities necessary to succeed academically, it is important to utilize all seven models to ensure every student at Delaware County Community College has the opportunity to become information literate.  Each model utilized by Library Services offers students a secondary step to continue to pursue information literacy education.

  • Course Integrated Information Literacy Instruction

Course-integrated instruction is the heart of Library Services’ information literacy program.  These “one-shot” classes are delivered by faculty librarians’ in-person or using video conferencing software.  Teaching faculty initiate these classes with the goal of meeting the course-level learning competencies.

  • Self-paced Online Information Literacy Tutorial

Library Services offers a self-paced online tutorial that gives students the option of learning at their own pace.  The tutorial is designed with multiple stand-alone sections to promote various entry points. The tutorial can be used in regular instruction or as reinforcement for previously learned material. This form accommodates distance learners and any student for whom the classroom format is unsuitable.

  • Non-credit Workshops (Seminars, Webinars, and Simulcasts)

Each semester Library Services offer both online webinars, in-person seminars, and simulcasts (that combine both modalities in one session) that focus on specific information literacy learning goals.  These workshops offer students the opportunity to engage in the learning process through exercises and activities.  Students who complete three workshops are awarded a Certificate of Achievement in Information Literacy to document their educational achievement.

  • Credit-bearing Class

Faculty librarians offer an optional for-credit information literacy course that focuses on developing research skills through the use of resources provided by Library Services.  Currently, this course is DPR 116: Introduction to Online Research Strategies.

  • Teaching Faculty Delivered Information Literacy Instruction

Faculty librarians collaborate with interested faculty and provide guidance on how to teach their own information literacy sessions in their courses. Faculty are instructed through workshops and individual liaisons.

  • Faculty Partnership (Course Embedded Librarian)

Faculty librarians meet with faculty during the planning process for a new course or for an assignment. Librarians contribute to faculty decisions on the methods and goals used to integrate information literacy into a specific curriculum. Faculty members, with the assistance of librarians, choose which model of delivery is best for their class. Information literacy content is completely integrated into the course as reflected in the syllabus.

  • Reference and Research Services

Faculty Librarians at Delaware County Community College use reference and research interactions at the reference desk or through virtual chat as a teachable moment.  While students approach this interaction to meet specific information or educational needs, faculty librarians work with the student to learn how to meet their information needs. 

How to Schedule an Information Literacy Class

Faculty members are able to request an information literacy class session by completing the Information Literacy Instruction Session Request Form.  This form is found at https://www.dccc.edu/library-request-library-instruction-session-marple-and-branch-location.  A print form is also available for faculty to complete in the Learning Commons.  Faculty with questions about scheduling an information literacy session can call (610) 359-7353.

Faculty should consider contacting their liaison librarian directly to discuss how to build information literacy into an existing or future course. 

Information Literacy Program Assessment/Evaluation

The Information Literacy College Academic Learning Goal falls under the system of assessment for all College Academic Learning Goals.  Every academic program is designed to meet all College Academic Learning Goals.  The assessment of these goals will be handled through the College Advisory System.

Within the assessment plan below, the Library will use a variety of both qualitative and quantitative measures to determine the effectiveness of the implementation of the Library Services’ information literacy program.  While components of the assessments listed focus on student learning, the majority of the assessments focus on the effectiveness of the program to deliver Information Literacy services to meet the needs of the college community.  Student learning will be determined at the college level through the assessment of the General Education College Academic Learning Goals. 

Within the Library Services Department, assessment of the Information Literacy program will focus on the different models of delivering information literacy education to ensure they are meeting the needs of the College community.

  • Self-paced Online Information Literacy Tutorial

Assessment Instrument: Information Literacy Online Tutorial Quiz

Method of Assessment: Review of quiz scores

Performance Criteria: 75% of quiz respondents score 75% or better

  • Reference and Research Services

Assessment Instrument: Reference and Research Services transactions

Method of Assessment: Review Desk Tracker data/Faculty focus group

Performance Criteria: Overall anecdotal improvement in the reference needs of the student. (i.e. If a debriefing reflects an overall decrease in requests for citation assistance and an increase in the number of requests for assistance with database searching, this may indicate a need for a shift in focus of content delivery)

  • Faculty Partnership (Course Embedded Librarian)

Assessment Instrument: Meeting statistics with faculty & number of course librarians embedded in courses

Method of Assessment: Review of meeting and embedded course statistics

Performance Criteria: A progressive increase in the number of meetings and courses/sections that librarians are embedded.

  • Non-credit Seminars and Webinars

Assessment Instrument: Webinar/Seminar Test and Quizzes

Method of Assessment: Review of test and quiz results

Performance Criteria: Students score 75% or greater on webinar and seminar tests and quizzes

  • Credit-bearing Class

Assessment Instrument: Course Assessments

Method of Assessment: Review of Student Course Performance

Performance Criteria: 75% of students receive a grade of C or better

  • Teaching Faculty Delivered Information Literacy Instruction

Assessment Instrument: Statistics of Workshops and Liaison Meetings

Method of Assessment: Review the statistics of professional development workshops delivered and liaison meetings

Performance Criteria: Delivery of a minimum of one workshop and 5 liaisons meeting each year

  • Course Integrated Information Literacy Instruction

Assessment Instrument: Information Rubric

Method of Assessment: Review of Student Artifacts

Performance Criteria: 75% of student artifacts are scored proficient or better

First 5-Year Cycle for Information Literacy Program Assessment through Library Services

IL Models

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  1.  
  •  

IL Classes

Year 1

  •       Data Collection

 

 

 

Year 2

  •       Analysis
  1.  

Data Collection

 

 

Year 3

Use Results for Program Improvement

F.P./Web. Analysis

DPR/Colab. Data Collection

 

Year 4

Use Results for Program Improvement

DPR/Colab. Analysis

IL Classes Data Collection

Year 5

Use Results for Program Improvement

IL Classes Analysis