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Page 2 Vol. 75, No. 1, Spring 2012 Mississippi Libraries Back to School with Information Literacy: One Library’s Plan Mantra Henderson and Lynn Varner Abstract The intention of this article is to describe why and how the James H. White Library plans to integrate an information literacy program with embedded assessment into the academic curriculum at Mississippi Valley State University (MVSU). It is not meant to be a blueprint or standard on how to implement an information literacy program. It will, however, focus on how and why the library plans to implement their information literacy program by providing a definition of information literacy and discussing the information literacy standards for higher education, the history of information literacy at the James H. White Library, and the library’s information literacy program. Introduction Academic libraries and librarians suggest that the primary function of an academic library has a significant impact on the educational value of fulfilling a student’s academic experience and on the mission and goals of a university. Knowing how to use a library can provide students with a sense of confidence in learning, and provide them with a concrete foundation for retaining knowledge and transferring learning from one experience to another (Rockman 2002). Thus, to emphasize the importance of the James H. White Library’s role to MVSU’s mission and goals, the library staff developed an information literacy program with embedded Mantra L. Henderson is the director of James H. White Library at Mississippi Valley State University and a doctoral student at Delta State University. Dr. Lynn Varner is an associate professor of educational leadership and research at Delta State University. Correspondence concerning this article may be sent to mlhenderson@mvsu.edu. assessment. This article focuses on the library’s plans to implement the information literacy program by providing a definition of information literacy and discussing information literacy standards for higher education, the history of information literacy at the James H. White Library, and the library’s information literacy program. What is Information Literacy The Association of College and Research Libraries (ACRL) states that information literacy is a group of skills that make it possible for individuals to have the ability to find, critically analyze, and effectively use information and to know when that information is needed. However, information literacy includes more than just library skills. It also includes media and technology literacy. Consequently, information literacy works best when implemented across an academic curriculum through collaborative efforts of both librarians and university faculty. Information Literacy Standards The James H. White Library utilizes ACRL’s Information Literacy Competency Standards for Higher Education (2000) as the basis for assessing the information literacy skills of an individual. The standards are utilized to determine whether an information literate MVSU student is able to: determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, use information effectively to accomplish a specific purpose, understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally. History of Information Literacy Instruction at James H. White Library Bibliographic instruction has always been the primary methodology utilized by the James H. White Library to convey library skills to students of MVSU. This was done primarily via instruction at the reference desk, one-to-one librarian consultations, and library tours. In 2001, the library established a User Access Education Program. The James H. White Library has many resources, tools, and services that are helpful in completing assignments and conducting research. Many of these print and electronic sources are arranged and used differently; therefore they can be intimidating to the unfamiliar user or anyone who has not received proper or formal instruction. Both graduate and undergraduate students at MVSU are introduced to various research sources through User Access instruction sessions. These sessions are arranged by faculty to enhance the instruction they provide in the classroom. University faculty members are encouraged to schedule a user access session by contacting the Reference Department. The librarians, in conjunction with the Reference Department, will develop a session to accommodate the students’ research needs based on the information given by the course instructor. The James H. White Library offers three levels of library instruction: basic introduction to the library, information literacy, and research 101. Basic introduction is designed to introduce students to the James H. White Library and its resources. The information literacy level is designed to empower students to determine the nature and extent of information needed. Research 101 is designed to provide guidance in the preparation of short and long research papers and other forms of writing. This level may also require critical evaluation of journals, books, and Internet resources, assistance with the cor-
Mississippi Libraries Vol. 75, No. 1, Spring 2012 Page 3 rect citations for those sources, and will reveal why a works cited/reference list is necessary in research. The User Access Education Program is delivered via tutorials, pathfinders, handouts, and classroom instruction. In 2007, the library began to explore methods for converting the User Access Education Program into an information literacy program with embedded assessment. The library, upon consultation with university faculty, the associate vice president of academic affairs, and the university provost, fully expects to launch and implement this information literacy program in 2011. James H. White Library Information Literacy Program Mission Statement An essential component of Mississippi Valley State University’s mission is to produce graduates who demonstrate effective communication, critical thinking, and sound technological skills. Information literacy skills are crucial to the success of that mission. The James H. White Library mission supports the education and development of students using the library’s Information Literacy Program (ILP) in collaboration with teaching faculty. The basis of the ILP is the ACRL Information Literacy Competency Standards for Higher Education. Course goals and objectives have been aligned with the appropriate ACRL standards. Strategies and Timeline The essential objective of this program is to create a foundation for a comprehensive, unified, orderly program for MVSU students, which is an affirmation of progress in the development of information literacy competencies. This requires a basic assumption of gradual progress in information and critical thinking skills, as well as an infusion of information literacy skills into pre-existing core courses, upperlevel courses, and graduate courses. The essential strategies that are the essence of the program are to develop an instrument to measure and assess the program; to furnish students with a plethora of opportunities, conventional and unconventional, for information literacy education; and to cooperate with the university faculty and various departments to infuse information literacy across the curriculum. Coordination of the Program The James H. White librarians will be responsible for the development and implementation of the information literacy program. The librarians will utilize the expertise and knowledge of other groups, such as library consultants, the University Library Committee, Association of College and Research Libraries, American Library Association, Historically Black Colleges and Universities Library Alliance, and the MVSU Teaching and Learning Center. Under the supervision of the library director, the librarians will: 1. Work in collaboration with teaching faculty, specifically in English, Mass Communications, and University College, to integrate information literacy into the curriculum of their disciplines 2. Organize collaborative efforts with other university departments in order to incorporate information literacy across the MVSU academic curriculum 3. Furnish MVSU students with a plethora of opportunities for information literacy education 4. Direct librarian and information literacy program assessment and evaluation 5. Track information literacy program statistics 6. Create and sustain planning documentation for information literacy 7. Arrange and publicize workshops
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