Characteristics of Programs of Information Literacy that Illustrate Best Practice Information Literacy in the Washington Community and Technical Colleges - LSTA Grant Based on the Institute for Information Literacy's Best Practices Initiative Please refer to the following link for more information about these criteria. http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm This is being used as a self-evaluation of our progress throughout this grant process. This does not assume all colleges are doing all of these things at the "Program Strength" level or that all of these activities are equally important to us. Please complete by July 15, 2006 If you have any questions or problems, please contact Lynn Olson at 253-964-6366 or lolson@pierce.ctc.edu College Name Name of Librarian Entering Data Please answer each question with two check marks. One checkmark indicates where your college's Information Literacy Program was two years ago, at the start of this grant process. The second checkmark indicates where you are at this time. If only one box is checked, that means there has not been movement (progress) on that criterion. Category 1: Mission A mission statement for an information literacy program: ·Includes a definition of information literacy No Under Discussion In Planning New or Ongoing Activity Program Strength ·Is consistent with ACRL's "Information Literacy Competency Standards for Higher Education" ·Corresponds with the mission statement of the institution ·Clearly reflects the contributions of and expected benefits to all institutional constituencies ·Appears in appropriate institutional documents ·Assumes the availability of and participation in relevant lifelong learning options for all - faculty, staff, and administration ·Is reviewed periodically and, if necessary, revised Category 2: Goals and Objectives Goals and objectives for an information literacy program: ·Are consistent with the mission, goals, and objectives of programs, departments, and the institution No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Establish measurable outcomes for evaluation for the program         ·Reflect sound pedagogical practice         ·Accommodate input from various constituencies         ·Articulate the integration of information literacy across the curriculum         ·Accommodate student growth in skills and understanding throughout the college years         ·Apply to all learners, regardless of delivery system or location;         ·Reflect the desired outcomes of preparing students for their academic pursuits and for effective lifelong learning; and         ·Are evaluated and reviewed periodically.         Category 3: Planning Planning for an information literacy program: ·Articulates its mission, goals, objectives, and pedagogical foundation; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Anticipates and addresses current and future opportunities and challenges;         ·Is tied to library and institutional information technology planning and budgeting cycles         ·Incorporates findings from environmental scans;         ·Accommodates program, department, and institutional levels;         ·Involves students, faculty, librarians, administrators, and other constituencies as appropriate to the institution         ·Establishes formal and informal mechanisms for communication and ongoing dialogue across the academic community;         ·Establishes the means for implementation and adaptation;         ·Addresses, with clear priorities, human, technological and financial resources, current and projected, including administrative and institutional support;         ·Includes mechanisms for articulation with the curriculum;         ·Includes a program for professional, faculty, and staff development; and         ·Establishes a process for assessment at the outset, including periodic review of the plan to ensure flexibility.         Category 4: Administrative and Institutional Support Administration within an institution: ·Identifies or assigns information literacy leadership and responsibilities; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Plants information literacy in the institution’s mission, strategic plan, policies, and procedures;         ·Provides funding to establish and ensure ongoing support for a) formal and informal teaching facilities and resources, b) appropriate staffing levels, c) professional development opportunities for librarians, faculty, staff, and administrators; and         ·Recognizes and encourages collaboration among disciplinary faculty, librarians, and other program staff and among institutional units;         ·Communicates support for the program;         ·Rewards achievement and participation in the information literacy program within the institution’s system.         Category 5: Articulation with the Curriculum Articulation with the curriculum for an information literacy program: ·Is formalized and widely disseminated; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Emphasizes student-centered learning;         ·Uses local governance structures to ensure institution-wide integration into academic or vocational programs;         ·Identifies the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level;         ·Sequences and integrates competencies throughout a student’s academic career, progressing in sophistication;         ·Specifies programs and courses charged with implementation.         Category 6: Collaboration Collaboration among disciplinary faculty, librarians, and other program staff in an information literacy program: ·Centers around enhanced student learning and the development of lifelong learning skills; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Engenders communication within the academic community to garner support for the program;         ·Results in a fusion of information literacy concepts and disciplinary content;         ·Identifies opportunities for achieving information literacy outcomes through course content and other learning experiences; and         ·Takes place at the planning stages, delivery, assessment of student learning, and evaluation and refinement of the program.         Category 7: Pedagogy Pedagogy for an information literacy program: ·Supports diverse approaches to teaching; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Incorporates appropriate information technology and other media resources;         ·Includes active and collaborative activities;         ·Encompasses critical thinking and reflection;         ·Responds to multiple learning styles;         ·Supports student-centered learning;         ·Builds on students’ existing knowledge; and         ·Links information literacy to ongoing coursework and real-life experiences appropriate to program and course level.         Category 8: Staffing Staff for an information literacy program: ·Include librarians, disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists, and others as needed; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Serve as role models, exemplifying and advocating information literacy and lifelong learning;         ·Are adequate in number and skills to support the program’s mission;         ·Develop experience in instruction/teaching and assessment of student learning;         ·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;         ·Receive and actively engage in systematic and continual professional development and training;         ·Receive regular evaluations about the quality of their contribution to the program.         Category 9: Outreach Outreach activities for an information literacy program: ·Communicate a clear message defining and describing the program and its value to targeted audiences; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Provide targeted marketing and publicity to stakeholders, support groups and media channels;         ·Target a wide variety of groups;         ·Use a variety of outreach channels and media, both formal and informal;         ·Include participation in campus professional development training by offering or co-sponsoring workshops and programs that relate to information literacy for faculty and staff;         ·Advance information literacy by sharing information, methods and plans with peers from other institutions; and         ·Are the responsibility of all members of the institution, not simply the librarians.         Category 10A: Assessment/Evaluation for Program Evaluation Assessment/evaluation of information literacy includes program performance and student outcomes and: ·Establishes the process of ongoing planning/improvement of the program; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Measures directly progress toward meeting the goals and objectives of the program;         ·Integrates with course and curriculum assessment as well as institutional evaluations and regional/professional accreditation initiatives; and         ·Assumes multiple methods and purposes for assessment/evaluation a) formative and summative, b) short term and longitudinal;         Category 10B: Assessment/Evaluation for Student Outcomes Assessment/evaluation of information literacy includes program performance and student outcomes and: ·Acknowledges differences in learning and teaching styles by using a variety of appropriate outcome measures, such as portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, peer and self review, and experience; No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength ·Focuses on student performance, knowledge acquisition, and attitude appraisal;         ·Assesses both process and product;         ·Includes student-, peer-, and self-evaluation;         Category 10C: Assessment/Evaluation for all Assessment/evaluation of information literacy includes program performance and student outcomes and: ·Includes periodic review of assessment/evaluation methods. No   Under Discussion   In Planning   New or Ongoing Activity   Program Strength Optional Questions What activities at your library (or college) have really advanced your information literacy program so far? What challenges or barriers do you still feel you face in implementing the Information Literacy Program you want to have? Do you feel the grant (and its activities) have been helpful or supportive in accomplishing your goals? What else could be done? Thank you for completing your self-assessment!