Panel 1: Information Literacy 101

Beyond Implementation: Reflections about Teaching an Information Literacy Course - Kimberley Donnelly, Assistant Professor and Reference Librarian, York College of Pennsylvania

What happens to the library, librarians, and staff after an information literacy program is embraced and implemented? At York College of Pennsylvania, librarians teach a two-credit, core-curriculum information literacy course called IFL 101. In the three years since its introduction, IFL 101 has triggered dramatic changes in the jobs and roles of the librarians. In addition, the library has become an integral part of the college's educational mission. Hundreds of students enter the library every day on their way to the IFL classroom. This session offers an overview of some of the practical, day-to-day modifications to jobs and services, as well as, some of the philosophical changes resulting from teaching, maintaining, and managing an information literacy program.

New Learners, New Models: Information Literacy at the University of Rhode Island - Mary MacDonald, Assistant Professor in the Reference Unit of the University Library, University of Rhode Island - Andrée Rathemacher, Assistant Professor in the Reference Unit of the University Library, University of Rhode Island - Joanna Burkhardt, Associate Professor and Head Librarian, University of Rhode Island Providence Campus

The beginnings of a comprehensive plan for information literacy at the University of Rhode Island date to March 1998. We researched various methods and models used by institutions that were initiating curriculum-wide programs in information literacy. In order to integrate information literacy goals into the URI curriculum we are developing a multi-year incremental information literacy program. Our presentation discusses the reasons for changing the “old” program, the goals and objectives of the Plan for Information Literacy at URI, the credit bearing courses and integrated modules and how we are establishing the program on our campuses through networking and outreach to faculty, administration, and students.

Technology for Teachers: The Development of an Education Department/LIS Partnership - Ann Kenney, Collection Services and Instruction Librarian, St. Michael's College

In 1995, I was appointed the head of the SMC "Teaching Librarians" group. Innovative ways of incorporating information literacy instruction were given top priority. I approached the Education Department with the idea of a "Technology for Teachers" course, a one-credit add-on to the department's "Pedagogy" course for undergraduate majors specializing in Elementary Education. This would be modeled after my recent experiences in teaching and librarianship at the Middle School level, where successful information literacy courses were achieved through close ties to already established courses. This presentation will address the challenges in constructing a course based on this model and the issues to be addressed in getting it passed a college's curriculum approval procedures. Information will be offered on how to build political support and how to negotiate your way through a Library-departmental partnership.

Panel 2: Alternative Initiatives

Information Literacy Course Development at the University of Maine - *James Bird, Science & Engineering Center, Department Head, University of Maine -   Nancy Curtis, Science & Engineering Librarian - *Nancy Lewis, Social Science and Humanities Reference Librarian, University of Maine - *Melvin Johnson, Social Science and Humanities Reference Librarian, University of Maine -   Joyce Rumery, Head, Access Services           * presenters

In the spring of 1996 a committee of five librarians began development of an information literacy course at the University of Maine. The course was designed to emphasize theory over practice and to become part of the University core curriculum. Over several months we: 1. determined our target audience 2. formulated our mission and goals statements 3. invited faculty members and other librarians to comment on our ideas 4. developed a fourteen-week curriculum including readings and assignments 5. acquired an understanding of the course adoption process at the University. In this talk, we will discuss how the course was piloted and finally adopted within the General Education requirements at the University of Maine

Takin' It to the Taylors: A UMB Information Literacy Curriculum Model - Janet DiPaolo, Reference Librarian, University of Massachusetts Boston

During Fall 1999 UMass Boston reference librarian Janet DiPaolo and faculty member Cynthia Jahn team-taught a General Education First Year Seminar for Taylor Scholars. Taylor Scholars are UMB freshmen who as Boston public high school students were not at the top of their class academically. However they show academic promise, are highly motivated and demonstrate a commitment to learning. During the fourteen week seminar, entitled "Society & Communication Technology", information literacy was fully integrated into eight library classses. Students were taught information literacy skills that helped them succeed in the seminar and will help them throughout their college career. They learned to effectively locate, evaluate, and use information. Library classes combined hands-on experience with electronic and print resources and short activities that put library skills into practice.

A Library Working from a Platform - Diane Smith, Acting Director & Public Service Librarian, Bunker Hill Community College

Today's college students need to learn about information use in ways that address the continuing changes in the amount of raw data and new knowledge available in traditional as well as electronic formats. The college library offers a unique opportunity to address those needs in meaningful ways across the curriculum while implementing the library's teaching mission in relation to the overall goals of the institution. A structured and targeted workshop program designed to educate both faculty and staff to the learning objectives and goals of information literacy provides a platform from which to develop faculty/library collaboration. Bridges are built and crossed one measurable course assignment at a time while everyone learns together how best to address the challenges and opportunities of the digital age.