College Information Literacy Efforts Benchmarks: Industry Report

College Information Literacy Efforts Benchmarks

Product Type: Market Research Report
Published by: Primary Research Group
Published: April 2008
Product Code: R180-126

Description

College Information Literacy Efforts Benchmarks presents the results of an information literacy higher education benchmarking study. More than 110 colleges from the United States and Canada participated in the study; data are broken out by size and type of college, for public and private colleges, for U.S. and Canadian colleges, and even by number of in-class instructional sessions given. Uniquely, this report also breaks out data separately at institutions at which librarians have faculty status, and at which they do not.

The 175-page study presents an enormous wealth of often completely unique statistics, including data on: use of library personnel for instruction, instructional workload, change in number of presentations or classes, assessment of skill level of students in the following areas: Boolean searching, evaluation of Website information credibility, recognition of plagiarism, use of the online library catalog, use of search engines, use of periodicals databases and use of e-book collections; frequency of issuing tests to assess student skills in Access, Excel, Word, Windows and other common programs, frequency of use of information literacy tests of various kinds for incoming freshmen and transferees; percentage of colleges that require an information and/or computer literacy test for graduation, means of performance assessment for information literacy and other library science instructors, use of librarian and instructor assessment forms; length of time spent in information literacy sessions, role of information literacy in student orientations and introductions, percentage of colleges that offer information literacy services trough a distance learning student orientation; percentage of colleges with a 0, 1, 2 or 3-credit information literacy course, plans to develop such courses, the cross-listing of such courses; rate of requiring information literacy training within the context of a basic introductory English composition of other type of basic course; overall likelihood of adaptation of a format information literacy graduation requirement; current offerings and plans to offer an online information literacy course; percentage of colleges with librarians who serve on the curriculum committee; use of blogs, listservs, course management systems and social networking sites for info literacy purposes; view of the English Department’s performance in carrying out information literacy responsibilities; availability of and use of interactive info literacy tutorials; software programs used in developing tutorials; use of video tutorials; assessment of the library’s role in student computer technology training; use of special “drop-in” sessions; use of information literacy instructional labs, number of seats for such labs, capacity utilization for the labs, age of the lab; forecast level of investment in technology, space, software and equipment for information literacy purposes over the next three years.

Table of Contents

List of Participants
List of Tables
Sample Dimensions
Summary of Findings: Staffing and Budgeting; Trend in the Number of Classes & Presentations Given; Number of Librarians Involved in the Information Literacy Effort; Assessment of Pre-Instruction State of Information Literacy Skills; Testing and Assessment; Use of Student Evaluation Forms to Assess the Competency of Information Literacy; Instructors; Videotaping Instructors; Use of Faculty Surveys on the Effectiveness of Information Literacy Instruction; Student Orientation; Information Literacy Course Requirements; Online Information Literacy Courses; Attendance in All Information Literacy Courses; Power and Influence: Librarians & the Curriculum Committee; Cross Listing of Information Literacy Courses with Other Departments; College Management’s View of the Importance of Information Literacy; Relations with the English Department; Assessment of the English Department as Custodian of Information Literacy; Responsibilities; Interactive Tutorials; Use of Video Tutorials; Use of Specific Tutorial Creating Applications and Software; Number of Unique Visits to the Tutorials Page; Information Technology Courses; Drop-In Sessions; Instructional Lab; Mean Number of Seats in the Instructional Lab; Instructional Lab Capacity Utilization; Investment in the Instructional Center; Social Networking and Information Literacy; Tutorial Links to Blogs, Listservs, Networking Sites & Course Management Systems; Favored Resources
Chapter One: Staffing and Budgeting
Chapter Two: Assessment of Pre-Instruction State of Information Literacy Skills
Chapter Three: Testing and Assessment
Chapter Four: Student Orientation
Chapter Five: Requirements
Chapter Six: Power and Influence
Chapter Seven: Relations with the English Department
Chapter Eight: Interactive Tutorials
Chapter Nine: Information Technology Courses
Chapter Ten: Instructional Lab
Chapter Eleven: Social Networking and Information Literacy
Chapter Twelve: Favored Resources
Other Reports by Primary Research Group, Inc.

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