3.8.2 Instruction of Library Use

The institution ensures that users have access to regular and timely instruction in the use of the library and other learning and information resources.

Judgment of Compliance:

Compliance

Narrative:

The University Library and Learning Resources, Levi Watkins Learning Center offers programs that provide regular and timely instruction in the use of the library and other learning and information resources.

Through the Information Literacy Program [1], the University Library at Alabama State University (ASU) provides sessions focusing on specific course assignments or specific information sources such as the library's online catalog, databases, or the Internet. Since its formalization in FY2002, the Information Literacy Program has been funded by Title III. Reference staff, subject specialists, and other librarians provided bibliographic instruction services and information literacy sessions prior to FY2002. Currently, all information literacy sessions are coordinated via the Information Literacy Program. This program has maintained its focus in providing information literacy for the ASU and non-ASU community through its mission, activities, resources, assessment, and goals.

The mission of the Information Literacy Program is to provide Alabama State University’s students, faculty, and staff with the necessary skills for finding, evaluating, and using information to further their academic, professional, and personal growth. The Information Literacy Program also emphasizes the creation of life-long learners who are capable of thinking critically about information and its uses. In order to ensure that the program’s mission is carried out properly, the Information Literacy Team completed and implemented an Information Literacy Program Policies and Procedures Manual [2]. This manual includes detailed information concerning the Information Literacy Program’s mission statement, goals, services, scheduling, marketing, documentation, filing, statistics, and training.

The Information Literacy Program follows the standards and guidelines established by the Association of College and Research Libraries (ACRL) in providing information literacy services to the ASU community. The following standards and guidelines are used in planning and implementing information literacy activities: ACRL Information Literacy Competency Standards for Higher Education [3] and ACRL Guidelines for Instruction Programs in Academic Libraries [4].

Availability and Effectiveness of Library Instruction

The Information Literacy Instruction Calendar [5] announces the availability and locations of formal instruction sessions. The instruction sessions are scheduled on an on-going basis each semester to provide lectures, demonstrations, and hands-on presentations. Sessions are taught by the information literacy librarian, a subject specialist librarian, or, if needed, another librarian. When the session is completed, the librarian who conducted the session collects information on the number of students who attended the session and the completed evaluation forms and worksheets. The librarian also provides copies of the outline for the session, the class guide, and other relevant handouts (course assignment information, syllabi, course research guide).

The information literacy librarian develops all instructional sessions in partnership with the teaching faculty. Examples of collaboration between ASU faculty and the Information Literacy Program include faculty-requested sessions taught by librarians; joint development of course research assignments; development of information literacy standards and outcomes for specific disciplines; workshops or seminars on topics of interest jointly conducted by faculty and librarians; and joint creation of web pages appropriate for academic courses taught on campus and online.

All instructional sessions and programs are conducted in a variety of formats and functions, utilizing current technologies into their design and delivery. These technologies include Power Point, web pages, web tutorials, and print handouts. In addition to sessions delivered to individual classes, the Information Literacy Program provides workshops on topics of interest to faculty and staff through the following methods:

Speaking engagements at campus orientations, departmental/ college meetings, and student organization meetings
Drop-in sessions focusing on the library’s print and electronic resources
Print and electronic handouts and research guides for specific course assignments and types of research
Print and electronic handouts and guides detailing evaluation of information and information sources; on-line tutorials; physical and electronic tours of the Library
Individual appointments with the librarian for students, faculty and staff for research assistance
Assistance to faculty in designing research assignments; and academic-credit course covering research in the Library and on the Internet.

Faculty Orientation Workshops

In addition to sessions for courses and summer programs, the information literacy librarian coordinates workshops known as new library faculty orientations and faculty workshops. Conducted at the beginning of the fall semester, the workshops provide in-coming and current faculty an orientation to the wealth of print, non-print, and electronic resources available at the University Library. The workshops also provide hands-on training which is very beneficial to the faculty in learning how to utilize the vast collection of library resources. Information about the National Center for the Study of Civil Rights and African-American Culture is also provided. Assistance with creating research assignments for academic courses is also offered. Since FY2006, the vice president for academic affairs has scheduled these workshops for the new faculty orientations. In FY2007, 18 incoming faculty attended the new library faculty orientation. They all indicated the session was helpful and useful. When requested for suggestions, six participants noted that nothing needed to be improved. In FY2008, similar sentiments were echoed by the 14 participants. In addition to faculty workshops, the collection development librarian invites electronic database vendors to provide on-site hands-on training for faculty and library staff in the use of new and existing electronic resources during each academic year. For professional development, the information literacy librarian participated in the Information Literacy Leadership Institute at Johnson C. Smith University in November 2007 and October 2008.

Course Research Guides

The information literacy librarian prepares course research guides [6] for each course that requests an information literacy session. The course research guides are standardized to include reference sources, journal articles, books, government information, Internet resources, and resources for bibliographic style format. The guides are linked on the University Library’s homepage. Since the first guides were created in FY2002, the subjects covered have become increasingly varied. Subjects currently listed on the page are general research guides, African-American studies, art, biology, communications, criminal justice, education, English, health education, health information management, history, library education media, occupational therapy, orientation for faculty and students, political science, physical therapy, recreational therapy, social work, sociology, speech, and theatre.

Assessment and Evaluation

The Information Literacy Program uses the following methods to conduct evaluation and assessment: statistics compiled on the number of students, faculty, and staff attending instruction sessions, workshops, seminars, and meetings; evaluations completed by attendees of instruction sessions and workshops at point of service; follow-up evaluations by students after completion of research assignments; faculty evaluation of student research projects after they attend information literacy instruction sessions; and peer evaluations of librarians teaching information literacy sessions.

The Library Instruction Evaluation Form [7] requests academic information of the participants and their evaluation of the following aspects: their opinion about the purpose, openness toward and in response to questions, organization and clarity of material, suitable amount for the time allotted, helpfulness of course research guide, explanation of additional help, and their preparedness to complete their assignment. These seven criteria are evaluated per these statements: Strongly Agree, Agree, Somewhat Agree, Somewhat Disagree, Disagree, and Strongly Disagree. Out of the 809 participants’ evaluations (which consisted of 7 questions) completed in FY2007, there were 3696 Strongly Agree responses, 1627 Agree responses, 269 Somewhat Agree responses, 32 Somewhat Disagree responses, 18 Disagree responses, and 16 Strongly Disagree responses. These responses are listed in one or more of the seven criteria requested on the evaluation.

The information literacy librarian maintains statistics for information literacy sessions [8] at the end of each semester and summer sessions. These statistics include course number and name, professor, date, librarian, and number of students. Numerical and written information from the session point of service and follow-up evaluation forms are also compiled. All statistics are kept in three-ring binders in the information literacy librarian’s office. Monthly statistics and evaluations are submitted with the information literacy librarian’s monthly report. In FY2006, the Information Literacy Department reported 73 sessions for approximately 1400 participants. The subject librarians and National Center Chair reported sessions as well which made for a grand total of 157 sessions and over 4,000 participants. In FY2007, the Information Literacy Department reported conducting 72 sessions with 843 participants. In FY2008, the Information Literacy Department had conducted 89 sessions for 1069 participants. Altogether, there were 299 sessions with over 7,400 participants.

The information literacy sessions span a variety of departments and courses. They include courses in administration (ADM 510, 601); biology (BIO 310, 450, 500); communications (CMM 244, CMM 404, SPE 205); criminal justice (CRJ 249); education (EDU 375, 377, 655); education law (EDU 570); English (ENG 131, 132, 219, 318); health information management (HIM 314/455); history (HIS 232, 400/500); humanities (HUM 101); music (MUM 361); physical therapy (PTH 799); recreation (REC 300); social work (SWK 220, 356, 450); and the Summer Kids/Youth College Adventure Program (SKYCAP). The most common course number served was English 132 with eight instructors who return each semester.

The SACS Assessment Plan Reports [9] provide further information on the information literacy assessment and evaluation activities related to student learning outcomes. The reports provide assessment results from surveys, pre-tests, and post-tests that were administered to students during information literacy presentations. The survey respondents stated satisfaction with the sessions and the material as noted in an FY2009 assessment where 92.9% of the respondents either agreed or strongly agreed with the statement, “As a result of this session, I am better prepared to complete my assignment”.

Training for Student Employees

In FY2004, the Information Literacy Department started student assistant training. The training consists of a pre-test, a three-part training regimen (Introduction to HORNetCat, Introduction to the Library Website, and Introduction to Electronic Databases), a post-test, and an agreement. The agreement is among the student assistant, his/her supervisor, and the information literacy librarian. It requires the student assistant to complete the training and return the documents to the librarian by the deadlines described. The first cycles of the training require the student assistants to physically attend and complete three sessions within 45 days. Currently, a Power Point presentation allows students to complete the training at their work stations and then return the assignments. This presentation has replaced the sessions conducted by the librarians. In the new format, a score of 80% correct is needed in order to pass and not repeat the training. The student assistants are required to ask for assistance from their supervisors or any full-time librarian. The Power Point method has led to better compliance and completion of the assignments. During the first year that the Power Point method was implemented, only 8 out of over 250 student assistants did not complete the training.

Focus groups

The University Library has met with two focus groups in FY2009 to obtain patron feedback on library resources and services. The Student Library Club focus group met on April 7, 2009 to share their thoughts on what they would and would not like to see in the new library. Their list of suggestions, which included study rooms for large groups, self check-out, and a coffee shop, will be a part of the new facility. A week later on April 14, 2009, members of the library’s leadership team met with the University College Library Committee. The leadershipteam addressed several questions raised by the committee relating to access to science journals, e-books, e-reserves, and software on library computers. The University College faculty members also had the opportunity to provide suggestions for the new facility. Their suggestions included working elevators, an auditorium area for visiting lectures, a back entrance to the library for convenient parking, and a listening area for speeches. Several members of the University College faculty commended the information literacy librarian on her helpful assistance provided through the Information Literacy Program.

Over the past six years, information literacy instruction has become a more formalized and active part of the University Library. By having a department dedicated to this task, the University Library shows its seriousness in enhancing the information literacy skills within the ASU community. The library is fortunate to have been able to increase and diversify instructional services.