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This presentation discusses a health information literacy project for teens that was a collaboration between librarians and experts in health communications and school administration. They co-developed and co-taught a required high school health course in Spring 2016 using student-centered active learning techniques. The course project was a “Teen Health” website developed by the students.

This paper was presented at the Library Assessment Conference held in Arlington, VA October 31–November 2, 2016. Purpose. The Purdue University Libraries, like many academic libraries, face increased expectations for demonstrating their value and impact. This has not only led to an expectation of the increased use of metrics to demonstrate impact, but also a more fundamental imperative that libraries more clearly articulate their contributions to educational and research outcomes of their campus communities (value). At Purdue, the Provost implemented a new program review process in July 2015, while the Libraries were simultaneously going through the process of developing a new mission statement for its information literacy program. This statement was developed through a broad collaborative process within the libraries and with external campus stakeholders. These two developments led the Libraries to launch a project to advance an outcomes-based, mission-centric framework for evaluating its information literacy programing that can be sustained over time. The project to develop this framework was predicated on being able to answer the following question, derived from the program mission statement: “Does the Purdue University Libraries’ information literacy programming empower diverse learners to use information to learn in transformative ways; lead to the discovery of new knowledge; and foster academic, personal and professional success?” This question not only needs to be answered, but needs to be answered on an ongoing basis to communicate the programming impact to external stakeholders. To be effective, sustainable, and practical, it also needs to be uncomplicated and integrated into regular workflows. Methods. The methods for developing this framework consists of four steps: 1) focus groups with librarians to collaborate on gaining a more comprehensive understanding of existing assessment practices, as well as their perceptions of challenges and opportunities in assessing information literacy programs, 2) analysis of focus group findings, characterizing current assessment practices and identifying where outcomes-based assessment is already occurring, 3) a gap analysis, comparing focus group findings to the information literacy mission statement, and 4) development of recommendations with measures/indicators to address gaps and develop a comprehensive framework for program evaluation. This paper reports on the first three steps, concluding with suggestions for further development of the evolving framework. Findings. The assessment practices identified in the analysis of the focus group discussions suggested that librarians assessed how students critically used information to learn more than the other dimensions of the Purdue Libraries’ information literacy mission statement: research-based programming, empowerment of diverse learners, enabling the creation of new knowledge, and fostering academic, personal, and professional success. The findings suggest next steps in the development of the framework, including: 1) developing guidelines for collecting assessment data gathered by librarians for use in programmatic assessment, 2) determining assessment strategies for the Libraries and allocate resources, and 3) providing professional development and incentives for librarians to create assessment strategies related to all aspects the mission statement. Practical Implications/Value. We expect that the results of this project will contribute to the body of knowledge in library assessment by presenting a framework for the outcomes-based evaluation of information literacy program evaluation that is based on a strategic perspective on the program, but that also builds upon existing practices and capacity within the organization.

This presentation explored how information literacy contributes to college student success. Examples of how other universities address information literacy illustrated practical and effective strategies. Finally, the speaker suggested ways that information literacy could support strategic initiatives at Indiana State.

Access to information is important for economic development and community-based solutions to global challenges. However, access to information alone is not sufficient: people need to know how to find, evaluate, manage, analyze, and compile information and communicate the results effectively for the intended audience. This paper presents a global overview of information literacy policy. The paper discusses the meaning of information literacy and its relation to information policy. The paper proposes a role of information literacy in addressing global challenges. It gives national examples of information literacy policy. Finally, the paper identifies challenges in information literacy policy and discusses ways to address them.

This paper is a report of a collaborative research project that identified the competencies undergraduate history majors should have related to finding and using archival materials. The boundary-spanning collaboration involved archivists, librarians, and history faculty. Historians have long relied upon archives as essential source material, and recent studies confirmed the continued significance of archives to research in this field. However, there is no detailed listing of the archival research competencies that college history students should attain. Without a clearly defined list upon which history faculty, archivists, and library liaisons to history departments agree, teaching about archives research is difficult and often either inconsistent or non-existent. The purpose of this study was to develop a list of archival research, or “archival literacy,” competencies that could be incorporated into the undergraduate history curriculum by history faculty, librarians, and archivists. The mixed-methods study was conducted in two phases. Phase 1 took place in 2012-13 at one large public research university. It consisted of a review of the literature, compilation of a first draft of archival literacy competencies, review of course syllabi, in-depth interviews with history department faculty, and comments from those faculty and recent graduates on a second draft of archival competencies for history students. The study population in Phase 2 expanded to the history department faculty, archivists, and history liaison librarians (or equivalents) at a stratified random sample of U.S. baccalaureate, masters, and doctoral/research institutions. This involved the viewpoints of different stakeholders at different types of institutions. The report on Phase 1 of this study will be published in American Archivist in November 2014. The data for Phase 2 of this study were collected from February through April 2014. The report on Phase 2 that includes the final list of archival literacy competencies has been submitted to a journal.

This presentation was given at the Wabash Valley Regional Library Meeting on September 30, 2014 at the Wabash Regional Education Center, West Lafayette, IN. It discusses the concept of learning commons, or spaces outside of the formal classroom setting that are conducive to learning; and the transitions of students to college and the workplace through information and libraries.

Like an increasing number of academic libraries, Purdue University Libraries provides publishing support services to the Purdue community. In 2009, Purdue University Press had recently been moved into the Libraries, and there was enthusiasm about exploring new relationships which could combine the publishing skills of the Press with use of Purdue e-Pubs, the institutional repository platform that also featured powerful publishing features. Publishing an undergraduate research journal was particularly appealing because it connected the scholarly communication program of the Libraries with strategic goals around information literacy. There is evidence that undergraduate students benefit from engaging in research experiences, and writing and publishing study results is an integral part of the research process. The undergraduate research journal is a relatively new means for this scholarship dissemination. The Provost agreed to fund the journal, and the first annual volume of the Journal of Purdue Undergraduate Research (JPUR) (http://docs.lib.purdue.edu/jpur/) was published in August 2011. One hundred forty-two students have authored or co-authored articles or research snapshots for JPUR. An additional twenty-nine students were members of the Student Editorial Board and mentored student authors. The Provost emphasized the need for the journal to include a strong assessment plan which would assess the degree to which the publication of the journal contributed to the success of Purdue students. The W. Wayne Booker Chair for Information Literacy was a member of the JPUR Advisory Board and developed the assessment plan. The Journal’s Faculty Advisory Board identified and implemented ways for the students who wanted to participate to be successful. These included: faculty mentors for students who submitted abstract proposals; peer mentors from the journal’s Student Editorial Board; a web site populated with customized learning resources and “Tips for Authors”; and workshops on preparing submissions. This paper reports on a 3-year assessment of the stated goals of the Journal of Purdue Undergraduate Research. The primary purpose of the journal was to benefit students through gains in learning. It was also to benefit faculty and administrators by providing a tool for undergraduate recruiting, outreach, and fundraising. Students and faculty were the stakeholder groups that participated in the multi-faceted evaluation plan. The findings indicated that students did experience gains in learning as a result of writing an article, writing a research snapshot, or mentoring a student author. Because of their involvement with JPUR, student authors intended to publish articles in the future. JPUR influenced career decisions. Faculty were motivated to continue to act as mentors for undergraduate research. The journal is reaching a large and global audience. It is competitive with an overall acceptance rate of 52%. The paper concludes with recommendations for other institutions that are considering the establishment of an undergraduate research journal or that want to assess the student learning associated with one already established.

This presentation was given at a White House meeting about the potential role of information literacy in Michelle Obama's Reach Higher initiative on June 18, 2014.

This was a plenary presentation given at the XXIV IAALD World Congress on July 22, 2013, at Cornell University. It described international information literacy policy with examples from different countries and organizations. It clarified definitions of information literacy and policy; discussed information policy in relation to global challenges; and addressing the challenges.

Governments in many countries recognize the importance of knowledge-based societies whose citizens are adaptable and have the means to engage in continuous learning. Information societies can address global challenges far more readily than those that do not adopt its characteristics of ICTs (information and communication technologies) and connectivity; usable content; infrastructure and deliverability; and human intellectual capability.

Information literacy is not only a critical competency for academic success, but also for decision-making and problem-solving in the workplace and in everyday life. This presentation discussed what we know about finding and using information in these contexts. It explored key issues such as: What does information literacy mean in the workplace and in everyday life? How does it differ from information literacy for students? What are the issues and how can they be addressed? The implications for policy included an update on the work of the National Forum on Information Literacy.

This presentation was given at the University of South Carolina on March 22, 2013. It is a review of the state of research, policy, and practice in information literacy.

The need for an information-literate society is increasingly apparent to educators, employers, policy makers, and other leaders. Colleges and undergraduate libraries are well positioned to collaborate with a variety of constituencies on addressing this need. Academic librarians can benefit from an awareness of reports, conferences, and newsletters of organizations outside of libraries that recognize the importance of effectively finding, using, and communicating information. This column describes four organizations. By examining the Websites and subscribing to the online updates for each, librarians can have current information about topics that relate to information literacy and incorporate it into their libraries’ information literacy plans.

This editorial discusses the need for the library profession to promote information literacy in the workforce of their own libraries. There are growing concerns among employers in the general public about the preparation of employees for the demands of 21st century jobs. Although the library profession has led the development and promotion of information literacy in educational settings, there is little evidence in the literature that libraries foster information literacy in their employees, If library organizations support an information literacy workforce, the library can become a model, showing parent organizations the power of information literacy in the work environment.

This presentation is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace. The presentation concludes with recommendations for practice and for further research.

The purpose of this column is to highlight information literacy activities that are occurring in organizations and institutions outside of libraries. Academic libraries have done much to advance information literacy in postsecondary institutions. Yet, much activity is also occurring outside of academic libraries in relation to information literacy. This column will feature some of those organizations and activities so that academic librarians may share information with them and develop new partnerships that will further advance the goals of information literacy.