Bolstering the Bridge to Instructional Improvement Librarian Self-Assessment and Strategic Planning for Information Literacy Program Development Maria T. Accardi Assistant Librarian, Coordinator of Instruction Indiana University Southeast [email protected]The Sherman Minton Bridge, New Albany, IN
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Bolstering the Bridge to Instructional Improvement
Librarian Self-Assessment and Strategic Planning for Information Literacy Program
DevelopmentMaria T. Accardi
Assistant Librarian, Coordinator of InstructionIndiana University Southeast
Clark Memorial Bridge in Louisville Kentucky. By merfam at
http://flickr.com/photos/merfam/140812567/
•Learn about the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators in order to understand how they can be used for program assessment.
•Learn a method of developing a librarian self-assessment instrument in order to identify areas for program development and improvement in their own libraries.
•Understand SWOT analysis in order to plan concrete steps for instructional improvement.
•Learn how smaller libraries with limited resources can creatively leverage those resources in order to assess information literacy initiatives.
IUS Library•New building opened in 2005•Librarians have faculty status and are tenure track•Staffed by 8 librarians and 10 staff members
IUS Library Instruction Program
We provide instruction in
our own dedicated library
classroom.
Of our 8 librarians,
6 of them teach.
Number of instruction sessions taught:
127 in Fall 2009; 71 in Spring 2010
IUS Library Instruction Program
Most of the instruction we provide is for the First Year Seminar (FYS) program. ◦60 FYS sessions in Fall 2009 (47.24
% of all classes taught)◦21 FYS sessions in Spring 2010
(29.57 % of all classes taught)
How to Build the Bridge?Question: How can we build a culture of
assessment? How can we develop an improvement program appropriate for our particular circumstances? How can we align ourselves with the best practices of the profession?
John F. Kennedy Memorial Bridge, Louisville, KY
Answer: A bridge to instructional improvement anchored at each end with SWOT analysis and a librarian self-assessment tool.
with the IU Southeast First Year Seminar (FYS) program
SWOT Analysis of the IUS Library Instruction ProgramWeaknesses include:
◦Low staffing◦Tendency to rely upon only one
model of instructional delivery
SWOT Analysis of the IUS Library Instruction ProgramOpportunities include:
◦Using technologies in innovative ways
◦Developing collaborative relationships with teaching faculty
SWOT Analysis of the IUS Library Instruction ProgramThreats include:
◦Impending retirement of one of our veteran librarians
◦Faculty mindsets about the presence and role of technology in the research process
Structural Support, Part 2: ACRL Proficiencies for Instruction Librarians and Coordinators
“This document is intended to help instruction librarians define and gain the skills needed to be excellent teachers in library instruction programs and to foster collaborations necessary to create and improve information literacy programs.” (Website)
ACRL Proficiencies for Instruction Librarians and Coordinators
“The Proficiencies for Instruction Librarians Task Force identified broad categories and then specific proficiencies that comprise an instruction librarian’s areas of responsibility. While some institutions have designated instruction librarians, the task force defined the proficiencies to be appropriate for any librarian with instruction responsibilities. Since the size of institution may affect the scope of librarians’ instruction responsibilities, proficiencies are included that are applicable to librarians in all types of academic environments.” (Website)
Developing a self-assessment questionnaireAlter the verb tense of each Proficiency into a first person statement.
◦Proficiency 1.2. “Works well in a team environment and provides team with knowledge, skill, and time to improve instructional services.”
◦“I work well in a team environment and provide team with knowledge, skill, and time to improve instructional services.” For each statement, librarians responded with
“never,” “seldom,” “about half the time,” “usually,” and “frequently.”
Developing a self-assessment questionnaireSurvey question
format based on leadership inventory at ALA Emerging Leaders workshop in 2009.
Developing a self-assessment questionnaire
See the whole survey online at: http://bit.ly/librarianassessmentsurvey
Self-assessment resultsI shared this information with the
librarians and asked them to choose Proficiency categories that they personally would like to strengthen in their own practice, and, as a result, help strengthen the program as a whole.
Self-assessment resultsWe ultimately selected two broad areas,
communication and presentation skills, from this list as starting points for developing professional development goals.
These areas corresponded with the weaknesses identified in the SWOT analysis.
semester, we’ll have monthly brown bag lunches where we’ll talk about teaching.◦Relates to Proficiency 3.4:
“Requests feedback from peers on instruction-related communication skills and uses it for self improvement.”
Presentation Skills GoalExplore diverse instruction
delivery methods.◦Relates to Proficiency 9.2: “Presents
instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs.”
Testing the Bridge: Will it take us there?Our bridge-building efforts are
showing promise:◦Brown-bag lunches have proven to
be a safe forum for candid discussion about teaching. Downside: It’s hard to accomplish a lot in
an hour-long period. As a result, we may have longer, retreat-style
meetings less frequently than monthly, shorter meetings.
Testing the Bridge: Will it take us there?Our bridge-building efforts are
showing promise:◦Exploration of diverse instruction
methods reveal exciting possibilities. Downside: It takes time to develop new
delivery methods.
Testing the Bridge: Will it take us there?Who has time these days?Administrative and librarian buy-
in
Footbridge or Suspension Bridge?Engineering for specific
needs, no matter what size library◦SWOT analysis can help
identify areas for growth and development
◦Librarian self-assessment via the ACRL Proficiencies can provide a snapshot of what your program is doing well, and what your program can do better
AcknowledgmentsI owe a debt of gratitude to:
◦My partner Constance Merritt for listening to me talk about this stuff for months on end.
◦The IUS Library faculty for participating in this bridge-building adventure.
◦The Indiana University Southeast Research and Grants Committee for financial support to attend this conference.