Information Literacy Strategic Plan
According to the ACRL's Information Literacy Competency Standards for Higher Education, "information literacy is common to all disciplines, to all learning environments, and to all levels of education." Louisiana State University's Planning Document states at Objective 6.7 that the university will "promote among students, faculty and staff mastery of information technology and high skill levels in information retrieval, assessment, interpretation, and application." Likewise, the LSU Libraries' Strategic Plan includes an objective to "support undergraduate and graduate learning” through library and information literacy instruction. Thus, Louisiana State University has committed itself to the cause of information literacy in principle.
While the Libraries' current instructional efforts acknowledge these objectives and have moved toward achieving them, the Instruction Committee seeks to fortify and expand these efforts. Accordingly, the Instruction Committee offers this strategic plan as a guide to accomplishing campus-wide information literacy.
The Instruction Committee at LSU Libraries supports the missions of both the library and the university. Through person-to-person, classroom, and online methods, library instruction promotes information literacy and awareness and use of the library system's vast resources among the university community and the general public as well. More specifically, the Instruction Committee strives to provide all members of the LSU community with the skills to retrieve, evaluate, and use all formats of information effectively, efficiently, and ethically
The LSU Libraries’ Instruction Committee, composed of all librarian-instructors, will be responsible for implementing this strategic plan. This responsibility will include creating, implementing, and reviewing the Information Literacy Strategic Plan goals, annually. The LSU Libraries’ Instruction Coordinator shall be responsible for the final draft of the annual strategic plan objectives. Committee members charged with accomplishing specific goals will report on their progress at the regular Instruction Committee meetings until such time as the goals have been either accomplished or retracted. A progress report on each goal will be included in the Instruction Committee’s annual report. This report should be kept on file as a record of the Committee's activities for that year.
- Collaboration with Faculty
- Collaboration of Library instructors and liaisons with discipline faculty on assignments or syllabi (or in-class instruction, if appropriate).
- Program analysis with particular attention to how the program incorporates information literacy. (Liaisons should review the LSU Academic Programs Assessment Matrix at http://www.cae.lsu.edu/vsa/ for their department’s standards.)
- Use the above analysis to create, where appropriate, a progression of information literacy goals as the major advances (i.e., try to intensify information literacy goals beyond a basic level).
- Expand e-struction.
- Educate faculty on how library instructors can help them and encourage them to work with library instructors.
- Conduct one-shot instruction as requested by faculty.
- Create subject guides for faculty.
- Create unified goals for general one-shots.
- Develop information literacy continuing education for all librarians.
- Collaboration with Campus Programs
- Collaborate with other programs on campus to facilitate Information Literacy.
- Communication across the Curriculum
- Honors College
- Residential Life Program
- University Writing Program
- Coordinate Information Literacy Program efforts to develop some progression of skills in students over the course of their college careers.
- Review discipline department goals for areas to provide some progression in students' information literacy skills. (See Collaboration with Faculty, above.)
- Strive to increase the Library's presence and profile on campus.
- Create IL handouts for marketing and instruction.
- Promote information literacy at media and outreach events for current, prospective, and incoming students (e.g., Open Access Week, Meet Your Librarian Day, etc.).
- LIS 1001 and LIS 4001
- Improve the quality of LIS.
- Create an assignment clearinghouse for instructors in Sharepoint.
- Increase the number of online sections of LIS 1001.
- Continue and improve upon current techniques for assessment of LIS 1001 program. (See Assessment, below.)
- Certify LIS 1001 as Communication Intensive.
- Offer LIS 4001 online.
- Continue and expand the employment of online tutorials, especially by using effective technologies including those which promote interactivity.
- Library-created tutorials
- Implement assessment/interactivity within the tutorials.
- Create more specialized tutorials.
- Promote the use of tutorials.
- Determine student and faculty information literacy needs and the effectiveness of the overall LSU Library Instruction program.
- Needs testing via faculty and student surveys.
- Survey the students who have completed LIS 1001 to measure the extent to which skills learned in the course are continuing to be used.
- Monitor developments in information literacy instruction and educational technology to ensure that LSU instructors are aware of the most up-to-date pedagogical methods and technologies.
- Assign monitoring of instruction-related scholarly journals, blogs, and monographs to instructors and meet on a regular basis to discuss developments reported in these sources.
- Monitor professional development opportunities pertaining to instruction (e.g. on-campus presentations, webinars, conferences) and participate in these whenever possible. Have participants report on events to non-participants. Co-ordinate activities whenever possible (e.g. have different instruction-related conference events covered by various instructors).
Once every year, the Instruction Committee should review the entire Information Literacy Strategic Plan to determine if changes in the plan should be made. This should include all aspects of the plan, including whether additions or changes should be made to the Preface, whether the plan implementation mechanism should be changed, and whether goals need to be removed, changed, or augmented.
Respectfully submitted August 31, 2005
Revised December 7, 2005 by: Alice Daugherty, Mitch Fontenot, and Paul Hrycaj
Revised August 2009 by Michael Russo and Jorie Porter
Revised June 2012 by LSU Libraries’ Instruction Committee, Michael Russo, chair