improving student outcomes through information literacy competencies and online library services

Improving Student Outcomes through Information Literacy Competencies and

Online Library Services

Rubén García García, Ph.D.UPR - Medical Sciences Campus

[email protected]

Maria del Pilar Toral, Ph.D.University of Puerto Rico at Carolina

[email protected]

This presentation will describe how two campuses a public university: Increased students’ competencies in the

use of information technologies and resources

Provided training and support to faculty in integrating information technology, and

Increased online information literacy resources, among others.

AbstractAbstract

• Learn how two different university campuses worked together to provide needed support services and resources to faculty and students

• Train and support faculty in the integration of information literacy in the teaching/learning process

• Establish steps for the development and implementation of an online reference service

ObjectivesObjectives

• Two Title V Cooperative Grants (5 yrs. each) between the UPR at Carolina and UPR Medical Sciences Campus

• (2005-2010 - Grant #P031S050055) - ““Enhancement of the Teaching-Learning Process through Integration of Technology and Information Literacy””

(2006-2011 - Grant #P031S060003) “Improving Student Learning Outcomes through Extensive Assessment, Faculty Development, and Improvement of Library and Telecommunications Infrastructure”

• Director/Co-director: Dr. María del Pilar Toral (UPRC)

Director/Co-director: Dr. Rubén García (RCM)• Components: Four

Common Significant Problems• Libraries have fiscal constraints that limit their

development and capacity to acquire new databases, technologies, and online services.

• Faculty and students do not have online access to library resources, which prevents them from obtaining timely and adequate information for their courses and research.

• A critical need to provide information literacy skills to address students’ needs.

• Faculty evidence uneven levels of mastery in the incorporation of information literacy in the curricula.

Objectives and StrategiesObjectives and Strategies

1. Increase student’s proficiency in the use of library resources. Create 9 information literacy online

tutorials - available through libraries’ Web pages Workshop for librarians - Information

Literacy Competency Standards for Higher Education

Committee - Determine tutorials’ criteria ** and priorities **

Objectives and StrategiesObjectives and Strategies (cont.) (cont.)

Create 9 information literacy tutorials (cont.)

Training - Interested librarians must submit a proposal and take a series of 5 workshops - offered at both campuses• Parts of a Tutorial • Edition of digital videos• Working with digital images• Captivate - part I and II


Basic, intermediate and advanced level tutorials - to acknowledge the development of the initial, intermediate and advanced levels of competencies according to the “Big 6”

Support staff:• Instructional Designer• Graphic artist

2. Increase student’s information literacy skills by embedding information literacy competencies in course syllabi (baseline=0) Training - faculty and librarians must take a

series of 3 workshops - offered at both campuses: Integrating information literacy skills in the course syllabus - Part 1, 2, 3


Faculty submits an information literacy plan and the course syllabus

Works with a librarian $$ 14 faculty have embedded information

literacy competencies in their course’s syllabi


3. Increase the availability of online library resources and services. Redesign of libraries’ Web pages according to

current standards Offer online reference desk - first in P.R. to offer

this service Survey to identify faculty and student

preferences Identified equipment, software, human

resources needed


Committee established virtual reference policy’s mission, vision, philosophy, and implementation strategy

Established the Online Reference Policy

Identified 24/7 QuestionPoint (virtual reference service - http://questionpoint.org/) and created the “profile” for each library - information on services offered and hours of operation (chat)


Hired two online reference librarians (UPRC and MSC) - Provide online service to faculty and students using email and chat. (Assistant librarians and other librarians also collaborate)

Provided orientation to students and faculty Published library’ FAQs on each library’s

Web page


Served: 1,984 Jan/07- Sept/09 (email and chat)

On March 2009 two other campuses of the UPR joined the consortium (Arecibo and Humacao).

Expected: entire UPR System will contribute - eventually services will be offered 24/7.


3. Increase the availability of online library resources and services (cont.)

Provide additional online full text electronic journals databases RefWorks - a Web-based bibliographic

management service (http://refworks.com/)• Workshops for students and faculty• References added: 30, 414 June/06 - June/09

SportDiscus - health education, disabled persons, rehabilitation, etc.• Used: 79,568 July/07 - March/09


3. Increase the availability of online library resources and services (cont.) Digitize reserve and audiovisual library

resources• Purchase equipment and servers• Hire an assistant librarian and an audiovisual

technician (other personnel also collaborate)• Determine specific policies and procedures

according to Copyright law


• Resources digitized, catalogued, indexed, and available online through Horizon system• Online reserve service - more than 1,500

documents available online – i.e. MSC, 73 professors; 88 courses; 1,147 documents


Digitalization of audiovisual materials• Established priorities - MSC’s original

and historic resources (2,095 videos)• Tests on network traffic and bandwidth• Original formats: VHS, slides, SVHS,

3/4”, 16mm, and 8 mm• 746 VHS A/V resources digitized


4. Increase and improve the technological and telecommunications infrastructure and resources Technological infrastructure necessary to

digitize library resources and to enhance the online services

Provide an Information Literacy Laboratory - 30 computers and a smartboard (UPRC’s library)


4. Increase and improve the technological and telecommunications infrastructure and resources (cont.) Provide computer rooms - 68 computers (UPR-MSC’s library) Main Lobby (6)


Computer Room (12)


Training Center (30 laptops)


Training Center 2 (20)


Funded by Title V

U.S. Department of Education

Grants P031S050055 and P031S060003

• Rubén García García, Ph.D.• UPR - Medical Sciences Campus• [email protected]

Maria del Pilar Toral, Ph.D.University of Puerto Rico at Carolina

[email protected]

Criteria for Tutorials

• Must follow the “Big 6” Model (ACRL’s Information Literacy Competency Standards for Higher Education)

• Clear stated objectives• Pre and post tests• Links to external resources• Pertinent to students from both campuses• State approximate time for completion

• State the level of complexity - basic, intermediate, advanced (According to Middle States Commission on Higher Education - “Developing Research and Communication Skills - 2003”)

• In Spanish

• Clear instructions on how to complete the tutorial **

Criteria for Tutorials (cont.)

Tutorial Priorities

• APA• Preparing (writing) an academic paper• Defining a research idea• Evaluating information - online and written• Using the database interface - strengths and

limitations of different journal databases• How to take conference/research notes

• Preventing plagiarism• Internet search engines• Strategies for internet searching

(Boolean operators, etc.)• How to use Refworks **

Tutorial Priorities (cont.)