Madonna University

Action Plan for Information Literacy (2005-2006)

Definition of Information Literacy

            Madonna University adopts the Association of College and Research Libraries (ACRL) definition and standards for information literacy as stated in the publication Information Literacy Competency Standards for Higher Education.  Information literacy is thus defined as the ability to “access, evaluate, and use information/knowledge.”

Information Literacy Program Mission

“Madonna University recognizes that information literacy constitutes an essential knowledge base, skill set, and series of habits of mind for university-educated persons in the 21^st century.  To this end, the University advocates an information literacy program to develop the capacity in students and faculty members to access, evaluate, communicate, and use information within the context of the ever-expanding proliferation of multiple personal and organizational information access points.”

            This statement is congruent with the institutional mission of Madonna University which stresses intellectual inquiry, lifelong learning, and the integration of liberal arts and career preparation.  The outcomes sought will build upon the ACRL performance indicators, but will necessarily differ due to the vague and immeasurable nature of some of the ACRL indicators.  The basic outcome, within the context of the subject area and/or career field, is that the individual can access and use information as a tool for problem solving and decision making.

Positive Forces for Implementation of Plan

            Implementation of a formal information literacy program is encouraged by a confluence of events in academic years 2005-2006 and 2006-2007:  the self-study process in preparation for a Higher Learning Commission accreditation visit; a Title III proposal for funding; a McGregor Foundation funding proposal; a recently instituted year-long orientation program for new faculty; and scheduled Faculty Professional Development workshops each semester.  This plan also has the administrative support of the vice-president for academic administration, involvement of well-respected faculty, and the expertise of librarians who have participated in team teaching across the curriculum.

Impediments to Plan Implementation

            Diffuse, multiple, and competing institutional projects and priorities may hinder implementation of the information literacy program.  This may be significant when considering needed funds for faculty incentives at the same time the university is conducting a capital campaign.  Library staff burnout, faculty colleagues who are coverage-driven and those who truly do not understand the teaching role of faculty librarians represent the human factors which can impede the launch of a program.

Information Literacy Program

            The Madonna University Information Literacy Program consists of three components:  models of collaboration; student library spokespersons/advocates; and tailored research education presentation to four specific audiences.

            Two departments per year will work with a designated subject librarian and the instructional designer to identify the ways in which information literacy can be integrated into the major.  This team will work to identify core courses in which to integrate information literacy instruction and to modify learning outcomes in these core courses as needed.  These departmental faculty members will serve as mentors to their colleagues in subsequent years of the program.  A faculty professional development workshop for the faculty as a whole will be scheduled.

            Student library assistants will serve as advocates for the library, and will visit classes scheduled for research education presentations.  During these visits, they will give a positive “commercial” for the library and conduct a brief student skills audit of the class.  They will then analyze the audits for each librarian scheduled to teach the research education sessions.  Students will also serve as members of faculty and institutional standing committees involved in the information literacy program.

            Research education sessions will be tailored to four specific audiences:  University 1010 – Transitions to Higher Education:  to prepare for a debate assignment; English 1020 – Communication Skills II:  to prepare for research papers; the entry course for a major as determined by the department; and transfer students.

            The implementation of the plan will involve library faculty, departmental faculty, the instructional designer, and student assistants.  The vice president for academic administration will provide a modest financial incentive for library and departmental team participation.  The vice president for student services will assign students to appropriate institutional and faculty standing committees. 

J. Lumetta  8/2006