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A proposal submitted to the Office of the President

University of Massachusetts

April 1, 1996.

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Project Director

Shaleen Barnes , BA, MLS Instruction Librarian at University of Massachusetts Dartmouth

Participants

*University of Massachusetts Worcester, Gael Evans, Reference Librarian, Lamar Soutter Lib.

*University of Massachusetts Lowell, Ronald Karr, Reference Coordinator, O'Leary Library

*University of Massachusetts Amherst, Joyce Merriam, Head, Reference Department

*University of Massachusetts Boston, Frances Schlesinger, Instruction Librarian

*University of Massachusetts Dartmouth, Peggy Dias, Interim Dir., Academic Computing Services

University of Massachusetts Dartmouth, Diana Carns, User Support Specialist & Learning Technologies Center Liaison (ACS)

* Letter of support attached

Executive summary

Information Literacy Project: Defining Competencies

With funds from the Office of the President and in consultation with academic computing personnel and teaching faculty at the five campuses, librarians will develop a set of information literacy competencies that all UMass students should possess before they graduate from the University. The competencies will be developed through a series of four discussion meetings, each addressing a specific aspect of information literacy. Between sessions, participants and all members of the University will be able to read and comment on these discussions through Web pages posted on the UMass Dartmouth Library's server. A final report, Information Literacy Competencies at the University of Massachusetts, will be posted on the Web site, and distributed to academic deans and directors at all five campuses, and the President's Office.

Establishing information literacy competencies crosses traditional disciplines, promotes communication between campuses and advances an understanding of information technology. The discussions and Web site will serve as a platform for instructional programs and course development at each campus, throughout the system and may be a model for the nation.

Project Rationale

For many years technological innovations have been introduced on college campuses with the notion that, "If we build it, they will come." Many have come, and some have succeeded. Yet it is becoming clearer and clearer to faculty, staff and students that supplying facilities and equipment without a conceptual base for their widespread and effective use has not resulted in the diffusion of meaningful research abilities throughout the academy. While the sophisticated few become more facile in mastering new technologies, novices struggle to gain even rudimentary understanding. And, those who don't come at all, those from poorer schools and homes with no computers and little guidance, make it even more essential that public educational institutions challenge this notion. By defining information literacy and establishing a list of competencies, we can help UMass students close the information gap with effective, outcome-based instructional programs.

The way information is stored, organized, retrieved and used has changed radically in the last ten years. While a decade ago students got by with a rudimentary understanding of how to identify and locate bits of information, today's students are confronted not only with complex information systems, but with the expectation by their professors and future employers that they be proficient in their use. Our students need to learn the technical and intellectual skills that will prepare them for a future in which the ability to function in an information-rich culture is imperative.

Like other educational resources, information technology serves as a means to an end. The challenge to librarians, academic computing personnel, and teaching faculty at UMass is to integrate technology into the curriculum in such a way as to go beyond the already daunting mechanical skills to the ability to conceptualize information, regardless of the delivery mechanism. Our task as educators is to develop in our students the ability and proclivity to know when and how to find and convert useful and relevant facts and opinions to new ideas and knowledge.

While librarians and academic computing personnel have made some commendable efforts at teaching information literacy, new technologies are developing at such an enormous speed it is nearly impossible to keep up. Librarians, academic computing personnel, and teaching faculty rarely have a chance to discuss pedagogy regarding these issues. Multi-campus discussions, reinforced by literature searches done by the project directors and university-wide discussion on a Web page will provide a foundation for creative and productive discussions across campuses. By creating a set of information literacy competencies with specific outcomes attached, we can begin systematic programs which guarantee every student at every campus will learn how to identify, locate, evaluate and use information effectively.

Project Goals

* To develop outcomes based guidelines for information literacy competency for all UMass students;

* To provide faculty and staff with a better understanding of information literacy;

* To promote multi-campus discussion of information literacy and technology issues;

* To disseminate the UMass guidelines on the World Wide Web and in other sources;

* To begin discussion of implementation of information literacy competency on all the UMass campuses based on the skills, history, and culture of each campus.

Project Narrative and Timetable

During the 1996-1997 academic year, librarians, interested academic computing personnel and teaching faculty will hold four discussion meetings to define and adopt information literacy competencies. Prior to the first session, the project directors at UMass Dartmouth will conduct a thorough review of the literature and post summary articles, reading lists and links on the Information Literacy Project web pages. Concurrently, they will work with their counterparts at the other UMass campuses to identify additional project participants and prepare for the first working session in October.

Four working sessions will be held, each one at a different campus, and representatives from each institution will attend. In addition to librarians, academic computing personnel and faculty, we will invite students to participate in the discussion and planning.

The four working sessions planned are:

Session 1 October 28, 1996

Defining Information Literacy

What is information literacy? Are there types or degrees of literacy? How does oral or written literacy relate to numeracy or information literacy? How is computer supported literacy different from information literacy? Does information literacy vary by discipline?

Session 2 January 14, 1997 at UMass Amherst

Establishing Competencies

Are there minimum levels of information literacy? Are they achievable in our environment? How does our diverse population impact competency levels and expectations? Can we build on efforts at the K-12 level? What value does information literacy add to a student's education? Are there basic expectations in the workplace that our students should be meeting?

Session 3 March, 1997 at UMass Worcester

Developing Outcome-based Strategies

Can literacy be measured? What examples are there in reading and writing which may be useful in information literacy? What are measures of cognitive information literacy competencies? What evaluation tools are useful for determining success?

Session 4 (Videoconference) May, 1997 Place not yet determined

Implementing Ideas

How can information literacy be integrated into existing library instruction programs or general education initiatives? How can each UMass campus capitalize on the resources, skills, history, curriculum, and technology that exists? Are there ideas that could be implemented on all the UMass campuses?

Following the fourth session, the Project Directors will prepare, post on the Web and distribute a final report, Information Literacy Competencies: Definitions, Guidelines and Implementation. Each campus will use this report as a springboard for discussions on curriculum development with department chairpersons, deans and library liaisons. Each campus has its own vehicles for program review and course development. This report will add credence and impetus to whatever initiatives may be in place.

Project Budget

Expenses	Explanations	Total Budget
Research assistance, clerical support for sessions (e.g. mailing, photocopying)	3 hours/week @ $7/hour for 20 weeks	$420.00 (In-kind)
Web development and site maintenance	3 hours/week @ $10/hour for 20 weeks	$600.00
Release time for Project Directors	6 hours/week @ $20/hour for 20 weeks	$2,400.00
Student stipends	5 students @ $25 each for 4 working sessions	$500.00 (In-kind)
Editing, design, layout and printing	100 copies of final report	$400.00
Photocopying, postage	Resource materials, digests, etc.	$100.00 (In-kind)
Travel	Reimbursement for transportation	$860.00 (In-kind)
Videoconference	Line & bridge costs	$500.00
	Total Total requested from President's Office	$5,780.00 $3,900.00

Project Director

Shaleen Barnes, BA, MLS Instruction Librarian at University of Massachusetts Dartmouth

Shaleen Barnes has been providing library education to students, faculty and community groups for over twelve years. In addition to her teaching and liaison activities with the College of Nursing, Ms. Barnes is a member of the UMass Dartmouth Academic Planning Task Force, serves on the Board of the Alternative Press Center and is active with many area secondary school library programs.