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Faculty Insights on ACRL Information Literacy Standards: Importance and Discipline-Specific Perspectives

This report presents findings from surveys conducted at Mount Allison University, focusing on faculty perceptions regarding the ACRL Information Literacy Competency Standards. It highlights the importance faculty place on information literacy for their students across different disciplines, examining expected skill levels at various academic stages. The study draws comparisons between faculty ratings and outcomes in arts, sciences, and social sciences, showcasing discipline-specific standards and the significance of certain competencies. Overall, it sheds light on how faculty view the role of information literacy in academic success.

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Faculty Insights on ACRL Information Literacy Standards: Importance and Discipline-Specific Perspectives

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  1. THE FACULTY ANGLE What Our Faculty Think About the ACRL Information Literacy Competency Standards Shelley Gullikson, Information Literacy Coordinator Mount Allison University Libraries sgullikson@mta.ca

  2. THE DISCIPLINARY ANGLE Moving to Discipline-Specific ACRL Information Literacy Competency Standards Shelley Gullikson, Information Literacy Coordinator Mount Allison University Libraries sgullikson@mta.ca

  3. Survey Questions • Choose how important you believe it is for your own students to have this skill: 1=Not Important, 2=Somewhat Important, 3=Important, 4=Very Important, 5=Don’t know • Select at what level you expect your students should have this skill: 1st year university, 2nd year, 3rd year, 4th year, Later, High school, Never

  4. Survey mechanics • Winter Term 2004 • Mount Allison University • All 87 outcomes from 5 Standards • 32 surveys returned (21%) • Winter Term 2005 • CBU, MSVU, StFX, UPEI • Survey split: Standards 1&3, Standards 2,4,5 • 85 surveys returned (17%)

  5. Demographics

  6. Teaching Experience

  7. Broad Discipline

  8. Outcomes of Highest Average Importance – Overall

  9. Outcomes of Lowest Average Importance – Overall

  10. Academic Level Expected for Top 10 Outcomes

  11. Top 10 Librarian-Responsible Outcomes

  12. Academic Level Expected for Librarian-Responsible Outcomes

  13. Outcomes of Highest Average Importance – Arts * Unique in top 10 ** Unique in top 25

  14. Outcomes of Highest Average Importance – Sciences * Unique in top 10 ** Unique in top 25

  15. Outcomes of Highest Average Importance – Social Sciences * Unique in top 10 ** Unique in top 25

  16. Discipline-Specific Standards • Science and Engineering/Technology • 76 included, 11 excluded, 29 new • Anthropology and Sociology • 63 included, 24 excluded, 8 new • Literatures in English • 18 included, 69 excluded, 5 new

  17. English-Specific Outcomes • Differentiate between reviews of literary works and literary criticism • Understand the concept of peer reviewed sources of information • Understand that literary texts exist in a variety of editions, some of which are more authoritative or useful than others

  18. English-Specific Outcomes • Identifies the purpose and audience of potential resources (e.g. popular vs. scholarly, current vs. historical) • Differentiate between reviews of literary works and literary criticism • Understand the concept of peer reviewed sources of information • Understand that literary texts exist in a variety of editions, some of which are more authoritative or useful than others

  19. Discipline-Specific Standards & Faculty-Rated Outcomes ACRL outcomes Average faculty rating (by discipline) Discipline-specific outcomes 1.1a 3.25 No 1.1b 3.4 Yes 1.1c 3.1 No

  20. Discipline-Specific Standards & Faculty-Rated Outcomes

  21. Discipline-Specific Standards & Faculty-Rated Outcomes

  22. Discipline-Specific Standards • Science and Engineering/Technology • http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm • Anthropology and Sociology • http://www.lib.utexas.edu/subject/ss/anssiil/anssilstandards2007.pdf • Literatures in English • http://www.ala.org/ala/acrl/acrlstandards/researchcompetenciesLES.htm

  23. Shelley Gullikson, “Faculty Perceptions of ACRL’s Information Literacy Competency Standards for Higher Education,” Journal of Academic Librarianship 32 (Nov. 2006): 583-592. sgullikson@mta.ca

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