(Report)

June 4, 1996

The following is the second report of the Information Competence Work Group to the Commission on Learning Resources and Instructional Technology.

A Brief History

The Commission on Learning Resources and Instructional Technology (CLRIT) was charged with developing and recommending policy guidelines to the Chancellor which facilitate the effective uses of learning resources and instructional technology throughout the CSU. In January of 1993, under the umbrella of CLRIT, the Council of Library Directors (COLD), in desiring to create a plan which would take the CSU libraries well into the twenty-first century, began a strategic planning process. This resulted in Transforming CSU Libraries for the 21st Century: A Strategic Plan of the CSU Council of Library Directors.

One of the areas identified for needed action was information competence which is considered by librarians to be a critical skill for all students. The plan states that the CSU needs to "establish basic competence levels in the use of recorded knowledge and information and processes for assessment of student competence". CLRIT approved the strategic plan of the CSU libraries and identified the area of information competence as a high priority. Accordingly, CLRIT requested the Office of Academic Affairs to form a work group which would address the issue of information competence.

The Information Competence Work Group began its study in April, 1995. Literature was reviewed, experts consulted and a workshop occurred which included representatives from every campus. In December of 1995, the Information Competence Work Group provided a report to CLRIT called Information Competence in the CSU. The report outlined the charge to the work group, defined information competence, provided information about the importance of the subject, analyzed methods for implementing a program in information competence and discussed the issues, both cultural and academic, which would encourage or inhibit a program on information competence. Most importantly, the Information Competence Work Group made recommendations for future action and requested that the Information Competence Work Group be permitted to move forward with campus consultation and also be permitted to return in June, 1996 with a plan of action for the future.

CLRIT accepted the report on Information Competence in the CSU and cleared the Information Competence Work Group to move forward on campus consultation and on returning with an action plan. Consultation has occurred with the CSU Academic Senate and also, through the Council of Library Directors, on every campus. The CSU Academic Senate and the campuses provided valuable consultation to us which we have taken into account in the future development of this program.

The Importance of Information Competence

The latter half of the twentieth century has rightly been called the Information Age. Never has so much information been available in our history. We have moved into an environment in which information competence is at the center. With nearly 2.7 billion documents published world-wide each year, with the magnitude and complexity of current scientific research, with the rapid development of technology which has given us access to information never known before, every student who wishes to be considered educated and who needs to make a successful career must have a mastery of information competence. No student should graduate from California State University without the ability to formulate a research question or problem, to determine its information requirements, to locate and retrieve the relevant information, to organize, analyze, evaluate, treat critically and synthesize the information and to communicate and present that information in a cohesive and logical fashion. Moreover, no student should graduate from California State University without understanding the ethical, legal and socio-political issues surrounding information. If our graduates are to make a contribution to a wider world and create a better society, they must understand information--its power, its uses and its abuses.

Our Strategy

The Information Competence Work Group believes that information competence will succeed as a priority for the CSU if awareness is consistently raised about the issues and importance of information competence and if information about the successes and problems of various programs is continually shared. Therefore, the Information Competence Work Group has taken a four-pronged approach to developing information competence in the CSU. The four elements are:

The encouragement of programs: This includes the development of courses or other programs and workshops which cover the wide variety of issues relating to information competence. All programs should have an assessment component.

The transfer of knowledge about information competence: This includes providing information on the successes and failures of various programs, new thinking on information competence, teaching the teachers programs and assessment.

The linkages between programs both within and beyond the CSU: This includes any multi-campus effort or collaboration between the CSU and other universities, schools or agencies.

The creation and provision of tools to assist with information competence: This includes the creation of workbooks, software, model lists or any other instructional tool to assist with the teaching and learning of information competence.

In order to achieve these objectives, a cyclical, multi-year process is proposed. The following is the structure:

An RFP is issued which allows a campus or campuses to submit proposals within areas designated as priorities by the Information Competence Work Group. All proposals must have measurable outcomes, assessments or products to qualify.
Grant recipients will work closely with the Information Competence Work Group throughout the program year.
The product, assessment or outcome is shared in a formal report. This report will be presented to interested parties and elements of the report will be made available to the campuses so that continual learning about information competence can occur.
Any products, such as workbooks, will be published and made available to the CSU and other interested agencies.
The proposal cycle begins again with a campus or campuses submitting proposals within the next level of priorities established by the Information Competence Work Group.

The Information Competence Proposal Fund

In order to start this process, we are proposing the development of the Information Competence Proposal Fund with an initial budget of $200,000. The Information Competence Proposal Fund is intended to promote the development of and to support the start-up of campus-based ventures with multi-campus impact resulting from programs in information competence. These programs should further academic excellence. Proposals may be received from a single campus, a multi-campus consortia, specialty centers and discipline councils. All proposals must have the capability to transfer to other campus settings.

Proposals must address one or more of the following initiatives:

Assessment of Student Information Competence: Projects in this category should address the development of a baseline (leading to a benchmark) so that a systematic assessment of student information competence can occur. This should be a multi-year proposal that studies either freshmen or transfer students or both and continues with alumni and their employers.

Model List: Based on the core competencies that the Information Competence Work Group has already developed, proposals in this category should further refine the list and turn it into measurable outcomes which can be used as indicators of success. Proposals can be both general and discipline-specific. Proposals can also develop model lists of information competence skills for students entering the university and for students graduating from the university. Model lists for K-14 will also be encouraged.

Pilot Programs: Projects submitted in this category should pilot information competence programs or courses. A range of information competence skills, the ethical, legal and socio-political issues of information and media literacy are among the many elements that should be addressed in the programs.

Instructional Tools: Projects submitted in this category should develop instructional tools such as workbooks for K-16 to assist faculty with the teaching of information competence.

Proposal Requirements:

The project must be consistent with the goals of the Information Competence report.
Projects must fall into one or more of the categories listed above.
Information Competence must play the central role in any proposal.
Projects must have applicability to other campuses.
Projects must further excellence in learning and teaching.

Review Criteria:

The likelihood of success.
A realistic approach to the budget.
Imagination.
Transferability to other campuses.
An assessment component.
Clarity of purpose and objectives.
Relevance to the goals of the Information Competence report.

Timeline: The Call for Proposals will occur in September.

Conclusion

The Information Competence Work Group would like to thank the Commission on Learning Resources and Instructional Technology for the opportunity to present this proposal and this budget for the coming year. We look forward to the continued development of information competence in the CSU.

Respectfully submitted,

Susan C. Curzon, Chair
Betty Blackman
Donald J. Farish
Patricia Hart
Glenn W. Irvin
Kathleen Kaiser
Roberta Madison
Lorie Roth
Gordon Smith

Dr. Curzon's Homepage

Campus Home | Library Home For comments email: susan.curzon@csun.edu
Last modified: June 7, 2001
http://library.csun.edu/susan.curzon/infocom2.html

|
1/3/07 EAA