Information Literacy Grant Proposal

Course name: Multiple courses
Faculty: Gary DeCoker, Mike Grote, Amy McClure, Paula White, Connie Zitlow
Librarian: Danielle Clarke, Public Services Librarian

Project
The Education Department is in the middle of a transition to new licensure programs for future teachers. Three years ago we developed a new curriculum that followed the revised State Department of Education guidelines. Our curriculum, approved by the State Department and by APC, is now part of the OWU Catalog. In Fall 2000, junior-level students will enter the main part of our two-year sequence of courses that lead to teacher licensure. As a result, each individual faculty member in our department is now working on the new courses that will be taught for the first time in the next two years. In addition, the faculty is working together to ensure that the various components of our overall program are organized in a systematic fashion from the introductory courses to the final semester of student teaching.

One of the main themes that must run through all of the courses in our new program, by State Department mandate, is technology. While we have identified ways to use technology in the management of our program and in the organization of our courses, we have yet to develop a systematic, integrated sequence that will teach our students what they need to know about the use of technology in their own learning and teaching. We would like to use an Information Literacy Grant to develop such a sequence.

Our first step will be to conceive of technology more broadly as information literacy, i.e., "the process of finding, evaluating, and using information in all formats." This definition will help us go beyond the narrow definition of technology that focuses only on information technology. We find the distinction made by the ACRL Standards Committee especially important for our program. We see information technology as a component of information literacy. Having broadened our approach in this way, we intend to integrate a carefully organized series of experiences for our students into each of our courses. The result will be a well-articulated process by which we create future teachers who are information literate.

Our goal is to integrate information literacy in courses throughout the program. By doing so we hope to make our students more sophisticated users of technology and all media. At this point, each faculty member in our department uses technology to some degree, but we do not systematically introduce it to our students. While most students make use of technology on their own, we have realized that their use is limited and to some extent flawed. Regardless of how savvy they might appear, it is not enough for our students to merely use technology. Left on their own, few of them will become information literate.

In many ways educators are blessed and cursed by the recent information explosion. Compared with other fields, we probably have the most resources available. But with this abundance brings responsibility. We also realize that much of what is touted as appropriate for educators is not valuable and in some cases is harmful. In addition, most teachers do not know how to access the increasing information that is available.

Frankly, as a department we have not yet attempted to develop a systematic approach to create information literate students. Many of us feel that we ourselves are lacking in this area. We hope that by working with Danielle and taking advantage of the resources at Beeghly Library and beyond, we can address the weaknesses in our program.

Timeline
Given that we will be entering our new education programs in Fall 2000, the following timeline is based on the assumption that we will begin as soon as possible this summer.

1. The five faculty members will meet with Danielle for a general orientation to the concept of information literacy and the specific resources that are available in our fields (4 hours in summer). This would include the reference books collection, educational periodicals (print and online), WWW education resources, and audiovisual resources.
2. Using the general orientation as a guide, each individual faculty member will seek out resources in his/her area and attempt to place these within the context his/her courses. During this process each person will periodically consult with Danielle (16 hours in summer).
3. The five faculty members and Danielle will meet to discuss their findings and indicate the manner in which information literacy can be integrated into their individual courses. We will use the Information Literacy Competency Standards for Higher Education as a guide in an attempt to make sure that each of these s tandards is addressed somewhere in the program. Ideally, we will include most of these standards in every course, gradually building on the prior experience of the students. Next the faculty will agree on a logical sequence that will allow each course to reinforce and build on the content of prior courses, whenever possible. The faculty also will develop a system of assessing the work of individual students and of the entire information literacy initiative (8 hours at the end of the summer).
4. The faculty members will teach their courses during the 2000-01 academic year. Danielle would participate in some sessions in each course, tailoring what she presents to fit course content. The five members will meet as a group with Danielle two times each semester to discuss the implementation of the initiative (4 two-hour meetings = 8 hours).
5. In May 2000, the group will again convene with Danielle to make revisions for subsequent years (4 hours). The assessment of the Information Literacy component portion of our program will be part of a larger effort to assess individual students and the program in general. We are in the process of setting up benchmarks for each of the major competencies in our program. Then we will attempt to conduct ongoing assessments of each student at various stages in the program. Information Literacy will become one broad competency with various sub-components. As we assess individual students we will become aware of strengths and weaknesses in the program. In future years, we will continue to revise our courses based on our findings. This process will be a continuing a continuing part of our departmental assessment.

Additional Information

1. The Mellon Grant Proposal and in the Information Literacy Competency Standards for Higher Education include many references to "research skills." In our department, research skills may look different than in other departments. Our students are required to write traditional research papers. But as they move through the program and begin working in the local schools, the final product of their research begins to focus on application in the form of unit and lesson plans for teaching. We believe that the goals of Information Literacy apply directly to the work of teachers who must learn to make the best use of the resources available.
2. Each year between 40 and 50 OWU students earn a teaching certificate through the Education Department.

Return to top

Return to list of proposals