AARL

Information literacy - is it worth the investment?

Debbie Orr and Jacky Cribb

Abstract: Many academic libraries have extensive information literacy programs. Often a lot of staff time is dedicated to the creation and delivery of these programs making them a big investment of resources. There is also a cost associated with opportunities forgone. If resources are to be maximised there needs to be a careful analysis of staff costs in relation to student benefits. Librarians at Central Queensland University analysed the costs associated with the creation and delivery of one information literacy program within the Faculty of Education and Creative Arts. The intention was to use an embedded approach and link the information literacy skills and concepts with the content so that students would learn sections of content by accessing and using information sources. Costs, along with evaluative data from all stakeholders, were instrumental in planning the future development of the program.

Central Queensland University (CQU) is a new and geographically dispersed university, with campuses and small library collections in ten locations. The present enrolment is about 19,500 students. [1] Almost half of these students are studying by distance education. One of the roles of CQU Library is to support the learning community by devising strategies to improve skills and scholarly practice in complex contemporary information environments. It endeavours to make available relevant and timely information literacy education to all students and staff of the university. Information literacy programs are, where possible, integrated into the curriculum, attain quality learning outcomes, and develop transferable skills. [2]

Bachelor of learning management

In 2000 the then Bachelor of Education (or training program for teachers) was dramatically revised and was renamed the Bachelor of Learning Management (BLM). The term 'learning management' was created to capture the increased importance of individual learning in the knowledge society. The over-arching purpose of the degree is to graduate 'Learning Managers' who have a significantly different perspective and skill base than in the past. The program has been marketed as a new degree for a new generation of teachers. The faculty guarantees that students are industry-ready when they graduate and ready to take on the challenges of teaching anywhere in Queensland. [3]

The role of information literacy

The faculty liaison librarian for Education was heavily involved with planning for the BLM. Program planners recognised that information literacy was an essential ingredient in the process of producing teachers with the skills and knowledge to thrive for years to come. In recent years it has became clear that the 'one-off', demonstration-style information skills classes delivered out of curriculum context do not necessarily coincide with the students' need for information, are sometimes not valued by the students, and do not necessarily prepare them for the challenges of research, problem-solving and continuous learning. Where possible, librarians prefer to use an across-the-curriculum model that incorporates the process of seeking, evaluating, and using information into the curriculum and, consequently, into all students' experiences. This philosophical approach allows the use of information to become part of the learning process, as opposed to yet another requirement or an 'add and stir' solution. [4]

It was recognised the information literacy skills would need to be embedded across the program and that it would need to be sequenced in such a way that students would continue to enhance and develop their information literacy skills as they progressed through their course. As a starting point it was decided that first year students would be introduced to information literacy through the introductory course 'Networks and Partnerships'.

The aim of this course is to encourage students to observe, understand and appreciate the complex networks associated with learning sites. They are provided with opportunities to refine a range of interpersonal skills. The concept of teaming is explored and there is emphasis on co-operation and teamwork. Students are required to reflect on the extent to which the information society impacts on educational contexts and to examine ways to respond to a technologised world. [5]

Planning and preparation

In 2002 the BLM was offered across all CQU campuses. Enrolments in Networks and Partnerships were as follows - 189 in Rockhampton, 114 in Mackay, 42 in Gladstone and 95 in Bundaberg. All students were enrolled in on-campus mode and a substantial percentage were mature age entry. The liaison librarian was located in Rockhampton and it was decided that most of the liaison, planning and co-ordination of the information literacy component would be centralised. Although the librarians on the campuses are responsible for the delivery of information literacy programs, the broad range of disciplines restricts the amount of time given to individual initiatives. Therefore, the challenge was to create a fully embedded program which allowed students across four campuses to learn a defined set of skills in a manner which did not involve large amounts of staff time.

Approach

The workbook approach has been used at CQU on a number of occasions. Evaluation indicates that this method does have certain advantages. Workbooks can be sent to large number of students and where groups are dispersed all students are guaranteed access to the same material. Advantages also include the fact that workbooks are self-paced, self-instructional, flexible, reinforce knowledge taught in lectures, promote active learning through exercises and when costs are compared with the cost of multiple face-to-face classes, are relatively inexpensive in terms of staff time. [6] However, workbooks also carry the disadvantage that they are physically separate from the course content and can be perceived as an add-on or supplementary to content. This can lead to indifference or even resentment on behalf of students who are unable to relate the information literacy skills to the objectives of the course. Some students go through the motions of completing a workbook, yet not perceiving any value in doing so. [7]

Since the course involved first year students, the librarian in consultation with the lecturers, decided that skills should involve learning to identify keywords in the assignment topic, using reference sources to clarify the meaning of keywords, becoming familiar with the online environment, searching the library catalogue, searching for journal articles and relating the information retrieved to the assignment question. The workbook was due in week six and activities culminated in the student having sufficient information resources to answer the assignment questions. Twenty percent of the total marks for the course were allocated to the workbook and students were required to pass all components of the course. Each section in the workbook included a full description of the information source, instructions regarding access and use and various activities to assess competency levels. The relative weighting of each activity varied with activities involving evaluation attracting the highest weighting. Although the workbook was comprehensive and students could pass without additional information, staff offered voluntary drop-in tutorials, online information guides and Web FAQ sheets. Students were also encouraged to ask for assistance at their point of need.

Delivery

All students were familiarised with the program in an introductory lecture and they were given a print copy of the workbook. They could download a set of activity sheets from the web page and fill in the required sections. Voluntary tutorials were offered on each campus and students were encouraged to bring issues/comments/problems to the tutorials. Table 1 shows the number of students enrolled, the potential attendance as calculated by the number of workstations and the actual attendance. Students could attend as many tutorials as they wished. Informal observation indicates that some students chose to go to as many tutorials as possible, while others went to none and asked for assistance at the information desk. Attendance by students on the Mackay campus was by far the highest and it can be assumed that because the course co-ordinator was based at the Mackay campus students were strongly encouraged to attend the tutorials.

Table 1

Student numbers and attendance at tutorials

Table 2

Library hours devoted to the BLM

Costs

At $22 per student, costs in the first year of development and delivery were certainly high. Costs in terms of opportunities forgone were also high, as in early 2002 library staff were required to establish priorities between a number of important initiatives. By supporting the information literacy program for the BLM, it was fully realised that other initiatives would not be supported. Graph 1 anticipates total costs until 2006. It has been assumed that like any course at CQU, 'Networks and Partnerships' will have a lifespan of five years before it needs substantial revision. Feedback from the various stakeholders in 2002 indicates that there is significant revision necessary for 2003 and it is estimated that the faculty liaison librarian will need 50 hours preparation time (as opposed to 104 hours in 2002). In 2004, 2005 and 2006 development costs should be reduced to approximately 20 hours per year which will allow for a minor update of material. Appendix 1 reflects the costs associated with Networks and Partnerships over the next five years.

Table 3

BLM costs to the library

Graph 1

Anticipated costs for the BLM 2002 - 2006

Evaluation

As a new initiative it was vital that feedback was gathered from all stakeholders - the students undertaking the program, the lecturers, the librarians assisting with the delivery and the librarians involved with marking the workbooks.

Student feedback

The last question in each workbook asked students to comment on the appropriateness of the workbook to their learning. Although some students didn't like the workbook, the table shows that the majority, 317, (77%) were very positive. One student commented, 'I think this workbook has been absolutely fantastic. I think it is an ideal way of introducing students to the research tools that are available within the library and would recommend that all students, regardless of faculty, were to complete this assignment.'

Table 4

Student evaluation of the workbook

Academic staff

Like all BLM courses, a teaching team made up of staff from all campuses taught 'Networks and Partnerships'. There were 13 academics involved in the delivery of the course and although they were asked to list any areas of concern, the main issue was whether or not information literacy instruction improved the quality of the student assignment. Seven academics provided feedback. Feedback from staff varied - three rated the workbook as highly successful while four rated it as somewhat successful. One commented that students made the workbook the focus of their first assignment and neglected the second part which involved actually writing the essay. There was also concern about the fact that although steps had been taken to embed the information literacy component, the workbook was seen as an 'adjunct'. One tutor actually commented that delivery of all components of the course should be seamless and that information literacy should be more closely integrated. 'I think we could work it to suit our needs more by combining the essay and workbook. It could take the form of portfolio tasks that answered smaller essay questions (academic in response) but involved research skills taught at the library. This would happen over the entire term so the student constructed a portfolio of research evidence while also practicing the academic written genre.'

While there are a few academics at CQU who take responsibility for the delivery of information literacy, it is not widespread. Interest from academics involved in the delivery of the BLM shows that it is time to consider academic delivery in this area. While a number of factors affect students' acceptance of information literacy, such as exposure, experience and attitude, one major influence involves the students' relationship with their instructor. [8] As long as the delivery of information literacy remains primarily in the hands of librarians, students continue to perceive information literacy as an 'add-on' rather than an important aspect of their learning. As Smith points out the faculty control the learning environment and are better able to demonstrate the correlation between information literacy and critical thinking. [9] A curriculum-based approach to information literacy can only occur when librarians no longer have primary responsibility for delivery and it becomes fully integrated into the learning experience. For this to occur faculty need not only to understand and support information literacy, but also have access to continuing professional development which will enhance their personal information literacy skills and information-rich teaching strategies. [10] Faculty with strong information literacy skills can model these skills to students in such a way that the students' perception and use of information literacy will be the basis for their lifelong learning.

Librarians

Although the faculty liaison librarian created the program and was responsible for much of the delivery, success depended on the co-operation of all the librarians, especially those on the campuses. As a pilot program it was vital that all staff understood the aims and objectives of the program and were prepared to support the introduction of something new. At some campuses there were inordinate numbers of questions at service points and some of these resulted because students had not attended a library tutorial. However, the majority of students enrolled at the Mackay campus did attend a tutorial and library staff still fielded a large number of questions. Pressure on all librarians could be reduced by making the tutorials compulsory, advertising particular topics in the tutorials rather than making them drop-in sessions, scheduling times of availability, making further guides for skills/concepts which proved difficult, providing a generic e-mail address for queries and using the student feedback to improve some of the areas which were not immediately obvious. The costs associated with the provision of sufficient classes have been added to Graph 1 and Appendix 1. The resultant economies of fewer questions at service points have also been added.

Markers

Markers were allocated 15 minutes to mark each workbook and feedback indicates that sections of the workbook were tedious to mark. In 2003 it is hoped to make some of the activities cumulative. That way, students can build upon activities so that the final activity becomes a cumulation of their total learning experience. More marks can be allocated to this final activity thereby reducing the need to mark so much individually. In 2003 sections of the course will be offered on the web, so consideration will also be given to using electronic marking facilities for some sections. There is also tension as to who should mark the workbook - on one hand librarians are well equipped to assess information seeking behaviour and to justify their segment of the course by marking that component. On the other hand academics may not have advanced level information seeking skills but are better equipped to relate the information retrieved to the course content. With the aim of seamless integration of information literacy in 2003, it seems logical that the course content should not be compartmentalised and shared between various markers. There needs to be further discussion with academics as to their acceptance of this responsibility and how the responsibility should be transferred. Long term it is envisaged that the academics will mark all components of the course and that the librarians will provide ongoing professional development to ensure that all participants have appropriate information literacy skills. Course evaluation should ensure that the information literacy component stays relevant and meets the objectives of the course. Research indicates academic staff consider teaching students lifelong or independent learning skills as more important than the transmission of specific facts, concepts or methods. [11]

Future directions

As students progress through the BLM, work to extend and build upon the introductory information literacy program will continue. A second year course has been identified and the faculty liaison librarian is working with academics to identify and incorporate appropriate skills. Hannon argues the technologies which support information literacy (computer hardware and software, databases, web browsers) in the academic environment are either updated or replaced with such frequency that a one-off course in first year cannot guarantee an information literate graduate. [12] It is fully realised that not only will the content needs of advanced level students differ, but the method of delivery may also need adjustment.

Conclusion

Although the costs are roughly equivalent to other information literacy initiatives at CQU, it must be acknowledged that within the constraints of the overall budget $22 per student is significant. At this point information literacy is funded by the library and there has been no suggestion that costs will be recharged to the faculties. However, there are measures which will reduce costs. In 2003 at least one of the tutorials will be compulsory and offered during class time. This should reduce both the number of individual queries at the information desk and the queries to the faculty liaison librarian. The workbook will be simplified with more cumulative activities thereby reducing the hours dedicated to marking. For the most part evaluation from the stakeholders was positive and here it is inappropriate to assign a dollar figure. However, in view of the stated benefits, the investment seems well justified. One area suggested for change centres on closer embedding of the information literacy component. Over the long term responsibility for the delivery of the information literacy component will be transferred to the academics delivering the course. As time progresses costs will be reduced, benefits will be explicit and it will become even more obvious that information literacy education is a wise investment.

Notes

1. Central Queensland University Library Students by Campus and Faculty, 2001 and 2002 http://www.library.cqu.edu.au/staff/admin/Statistics/StatsStudentsByCampusAndFaculty2001to310302.htm [30 June 2002]
2. Central Queensland University Library Vision Statement: CQU Library Teaching and Learning Plan 2002 http://www.library.cqu.edu.au/cqulibrary/plan2002/vision.htm [20 July 2002]
3. Faculty of Education and Creative Arts Bachelor of Learning Management http://www.edca.cqu.edu.au/home/cquentry.htm [20 July 2002]
4. L Snavely and N Cooper 'Competing Agendas in Higher Education: Finding a Place for Information Literacy' Reference & User Services Quarterly vol 37 no 1 1997 p53
5. Central Queensland University CQU 2002 Handbook http://www.cqu.edu.au/cquhandbook/ugsubjects/eded11354.html< [20 July 2002]
6. C Gutierrez and J Wang 'A Comparison of an Electronic Vs. Print Workbook for Information Literacy Instruction' The Journal of Academic Librarianship vol 27 no 3 2001 p208
7. Ibid p211
8. J W Marcum 'Rethinking Information Literacy' Library Quarterly vol 72 no 1 2002 p2
9. R L Smith Philosophical Shift: Teach the Faculty to Teach Information Literacy http://www.ala.org/acrl/paperhtm/d38.htm [8 June2002]
10. R George et al 'Information Literacy: An Institution-Wide Strategy' Australian Academic & Research Libraries vol 32 no 4 2001 p283
11. L Templeton S Warner, and R Frank 'A Collaborative Approach to Integrating Technology and Information Literacy in Preservice Teacher Education' Technology and Teacher Education Annual 2001 p1781
12. C Hannon 'Information Literacy in the Undergraduate Curriculum' Educause Quarterly vol 24 no 4 2001 p 41

Appendix

Anticipated costs for the BLM 2003-2006

Total costs 2002 = $9671 (average cost per student = $22.00)
Total costs 2003 = $7260 (average cost per student = $16.50)
Total costs 2004, 2005, 2006 = $ 6345 (average cost per student = $14.42)
Total costs 2002 - 2006 = $35,966 (average cost per student = $16.35)

Debbie Orr, reference services librarian, Central Queensland University, Rockhampton, Queensland. d.orr@cqu.edu.au.nospam (please remove '.nospam' from address).
Jacky Cribb, faculty liason librarian - Education and Creative Arts, Central Queensland University, Rockhampton, Queensland. j.cribb@cqu.edu.au.nospam (please remove '.nospam' from address)