Information Literacy at
Douglas and Judith Krupp Library
The mission of the Douglas & Judith Krupp Library’s information literacy program is to ensure Bryant students receive training in information literacy skills and graduate with a proven ability to use these skills. The program also exists to familiarize Bryant faculty, staff, and students with resources available through the library and to update this community on new resources as they are added to the library collection.
The library uses the Information Literacy and Competency Standards for Higher Education developed by the Association of College & Research Libraries as its benchmark for the information literacy standards taught by the department. This benchmark, along with its accompanying Framework for Information Literacy in Higher Education , contains a listing of standards, performance indicators and outcomes for a model college and university information literacy program.
The library collaborates with administration, faculty and academic support offices to determine the most effective and appropriate method of embedding information literacy across the curriculum at Bryant University. Recent changes to the general education curriculum have allowed information literacy to become one of the first year learning outcomes. These changes impact 5 required freshman level courses, known as the Gateway Curriculum - Writing Workshop, Global Foundations of Organizations and Business, Global Foundations of Character and Leadership, Introduction to Literary Studies and the Bryant IDEA (a 3-day intensive experiential course).
Instruction librarians have been embedded into each Writing Workshop course where they collaborate with faculty to lay a solid foundation for students in information literacy concepts. The instruction in this course focuses on an introduction to ACRL Information Literacy standards 1-3. Librarians also team with instructors for the remaining Gateway courses to enhance what is taught in the Writing Workshop.
Information literacy concepts are scaffolded into upper level subject specific courses where possible and are taught either by instruction librarians or through team planning with faculty. The library and other campus stakeholders continue the conversation through various methods, such as Communities of Practice, made up of staff, librarians and faculty, as well as through collaborations with the Centers for Student Success and the Office of Faculty Development and Innovation.
Information Literacy Report
The classes listed below are a combination of introductory information literacy instruction sessions and subject/assignment-based instruction. The subject/assignment-based instruction is developed through librarian partnerships with faculty members.
The Gateway Curriculum also introduced an ePortfolio to Bryant University. This portfolio aligns with the learning outcomes of the first-year courses. The portfolios are assessed annually and results of effectiveness of information literacy instruction will be shared as they become available.
Using results of an Information Literacy Survey given to a sample of approximately 250 students in the freshmen Literary and Cultural Studies class, course content was developed for a class lecture presenting information literacy skills to students in a required freshman class titled Information, Resources and Technology (IRT) . The IRT class lecture introduces to students information literacy skills and promotes library resources. Librarians reinforce the skills learned in the IRT class as well as introduce the nuanced information literacy concepts of subject specific research, with individual student appointments, upper level subject specific class instruction, and in cooperative work with faculty in specific classes.
In 2009, the Information, Resources and Technology (IRT) course was absorbed into other first year required courses.
The Douglas & Judith Krupp Library administered a Research Practices Survey to all Freshmen students in the Fall of 2008. The same group of students was then administered a follow-up survey to evaluate the effectiveness of the information literacy program in the Spring of 2009. Beyond effectiveness of the program at Bryant, the survey also benchmarks the Bryant students against those students of similar institutions.