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Grays Harbor College Information Literacy Action Plan Draft, October 2005
Mission statement Ø Incorporate information competency across the Grays Harbor College campuses and across disciplines.
Actions:
· Outreach to On Campus Faculty
§ Define, or clarify existing definition of, Information Literacy to foster campus-wide understanding of fundamental principles. · Library Advisory Committee will review collected IL definitions and formulate new/updated definition. · Review progress of IL program against the ACRL Best Practices rubric § Develop a list of specific focused workshop descriptions and outcomes. Solicit feed back and suggestions. · Library faculty and staff will create a list of current offerings in library workshops, consulting with faculty that frequently request these workshops. Additional input will be requested from constituencies across campus. § Offer Powell’s trip with faculty, give everyone a budget and let them choose books · Organize collection development trip to Powell’s bookstore with faculty. · Arrange to have travel and PIU’s available for those attending. · Provide collection guidelines to those willing to participate. § Integrate Library 101 with at least one discipline course. Use testing, such as Bay Area, to assess student learning. · Library 101 and English 101 co-enrollment requirement · Pre- and post-test students using modified Bay Area CC assessment tool. · Use this experience as a model for other cross disciplinary library course links. § Report to campus action plan for information literacy integration (DSA#5) · Prepare fall-kickoff presentation with Immersion team and library director. · Action Plan reviewed by third party
o Winter and Spring 2006 § Raise awareness that the library can consult on assignments. · Market the library faculty abilities § Follow up one-shot session with post-test, such as Bay Area test. · Begin assessing the usefulness of one-shot sessions · Collect data for reporting § List of workshops/services offered to give to faculty, explaining what each one is. “Menu” style list of services. Offer as: · Workshop A: title & description tbd · Workshop B: title & description tbd · Workshop C: title & description tbd
o 2006-2007 year § Have minimum 10 courses with assessments prepared in consultation with library faculty. · Use the Eng/Lib link as a model for integrating assignments. · Solicit common library-using faculty members to begin piloting assignments. · Offer PIU based workshop to assist faculty in assessment design. § Online tutorials, such as Info Game, for outside of class use (Some sort of verification, in such a way that they feel good about themselves.) · Adapt general online tutorials available from other libraries · Make certain some sort of verification or confirmation of taking the test is available to know that the assigned students have completed the tutorial. · Investigate other potential specialized tutorials. § Begin establishing branch libraries around campus, other student services, distance centers [counseling center, learning center etc.] · Find all existing special collections on/off campus · Establish relationship with those departments or areas. Make sure they are willing to participate in plan. Materials must be available to students within reasonable hours. · Develop guidelines for entering into the library catalog. Guidelines should include process for notification of missing or withdrawn items, new additions, etc.
· Outreach to Programs o Fall 2005 § Tie-in of some sort with the Learning Center beginning of the quarter services fair. · Meet with LC Coordinator and get details of their plan. · Offer one-to-several library workshops § Market availability of library faculty for consultation on new programs or courses, or course changes. · Develop list of potential services offered by faculty librarians. · Distribute to Division Chairs and Instructional Council. o Winter and Spring 2006 § Take steps to change the status of Library 101 from a general elective to either a specific elective or a distribution, as appropriate. · Investigate appropriate channels for changing course status · Submit forms to proper committees for approval. § Administer pre-test of student Information Literacy abilities · Test designed by Grant committee o Fall 2006 § Certificate courses, like a series for a comp certificate or business/tech writing certificate, with lib 101 as a component. · Meet with faculty or departments pertinent to composition and writing courses. · Brainstorm usefulness or validity of such a certificate · Investigate procedure for making a new certificate available.
· Outreach to Distance Education Faculty o Winter and Spring 2006 § List of workshops/services offered to give to faculty, explaining what each one is. “Menu” style list of services. Offer as: · Workshop A: title & description tbd · Workshop B: title & description tbd · Workshop C: title & description tbd
§ Online tutorials, such as Info Game, for outside of class use (Some sort of verification, in such a way that they feel good about themselves.) · Adapt general online tutorials available from other libraries · Make certain some sort of verification or confirmation of taking the test is available to know that the assigned students have completed the tutorial. · Investigate other potential specialized tutorials.
§ Provide alternative methods of delivering tutorials for Stafford Creek as appropriate. · With limitations on Stafford Creek students for Internet access, consider feasibility of CD-ROM or other delivery methods, such as workbooks or worksheets. § Branch libraries around campus, other student services, distance centers [counseling center, learning center etc.] · Find all existing special collections on/off campus · Establish relationship with those departments or areas. Make sure they are willing to participate in plan. Materials must be available to students within reasonable hours. · Develop guidelines for entering into the library catalog. Guidelines should include process for notification of missing or withdrawn items, new additions, etc.
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