1. Information Literacy:
Sequenced, Tiered,
and Integrated
Julie Biando Edwards, Samantha Hines, Tammy Ravas,
Sue Samson, Megan Stark
Mansfield Library, University of Montana
August 15, 2013
IFLA Pre Conference of Info Literacy & Reference Services

2. Mansfield Library, University of
Montana
Photo Courtesy of Mark Fritch, University of Montana

3. From bibliographic instruction to
information literacy
The central mission of
Mansfield Library instruction
is to create information
literate students who know
how to find, evaluate, and
use information effectively
and ethically.
Photo Courtesy of Mark Fritch, University of Montana

4. Library Curriculum Task Force (2008):
“Question, explore, and codify the curriculum delivered
during various levels of student experience. With input
from all library faculty, the committee will create standard
student learning outcomes to be considered for
implementation across the library curriculum.”
1. Identify current library instruction practices and
strategies across disciplines.
2. Identify best practices for library instruction at varying
levels of education (first-year through graduate).
3. Develop a standard library curriculum and learning
outcomes for this curriculum.
4. Investigate pedagogical best practices and facilitate
the sharing of these practices for the best
implementation of the library curriculum.

5. New Curriculum = New Tools
o Map outcomes and skills to the Association of College
and Research Libraries Information Literacy Standards.
o Break courses down into academic level, from first year
through graduate courses.
o Eliminate duplication in instruction.

6. Information Literacy Framework table and
Information Literacy Rubric table:
http://www.lib.umt.edu/informationliteracy
Photo Courtesy of Mark Fritch, University of Montana

7. Information Literacy
Rubric

8. Librarians. . .
o Work collaboratively with faculty in all the departments,
schools, and colleges.
o Target research and writing courses in all majors.
o Serve as research consultants and pedagogical guides to
students and faculty.
Photo Courtesy of Mark Fritch, University of Montana

9. Strategic Integration –
First Year Curriculum
The strategic integration of
information literacy into
the Mansfield Library
curriculum begins with first-
year initiatives that serve
as the basis for information
literacy instruction in the
disciplines at the junior
and senior levels.
Photo Courtesy of Mark Fritch, University of Montana

10. Strategic Integration –
Second, Third, and Fourth Year
Skills acquired at
the 100 level are
built upon in
subsequent
years.
Photo Courtesy of Mark Fritch, University of Montana

11. Strategic Integration –
Graduate Level
The University of Montana offers masters or
doctorate degrees in 39 departments, each
served by a liaison librarian with subject-area
knowledge and experience.
Photo Courtesy of Mark Fritch, University of Montana

12. Strategic Integration –
Two Year Programs
The librarian at the
two year campus
often tries novel
ways to integrate
information literacy.
Photo Courtesy of Mark Fritch, University of Montana

13. Assessment
Instruction assessment at the Mansfield Library
includes or has included all of the following:
• online feedback from students;
• online feedback from faculty whose class is
receiving information literacy instruction;
• online learning outcomes assessment tiered
to 100, 200, 300, 400, and gradate levels;
• teaching portfolios;
• peer review of teaching (PROT); and
• faculty research.

14. Future Directions
Photo Courtesy of Mark Fritch, University of Montana

15. Questions?
Photo Courtesy of Mark Fritch, University of Montana

16. Bibliography
• Bulaong, Grace, Helen Hoch, and Robert J. Matthews. "Competency Rubric:
Information Literacy Resources." New Jersey City University Guarini Library. Last
modified August 22, 2012. http://www.njcu.edu/guarini/instructions/Rubrics.htm.
• Greer, Ann T. "A Model for the Delivery and Evaluation of Asynchronous and
Interactive Synchronous Library Services at Southern Adventist University." PhD diss.,
Graduate School of Computer and Information Sciences, Nova Southeastern
University, 2001. ProQuest (3052298). (pp. 87-89)
• Samson, Sue . 2010. Information literacy learning outcomes and student success. J. of
Academic Librarianship, 36(3): 202-210.
• Samson, S. and K. Granath. 2004. Reading, writing, and research: added value to
university first-year experience programs. Reference Services Review, 32(2): 149-156
• Samson, S. and D. McCrea. 2008. Using peer review to foster good teaching.
Reference Services Review, 36(1): 61-70.
• Schroeder, Robert. "A Developmental Information Literacy Matrix: A Tool for Focus,
Clarity, and Communication." Poster presented at the 13th Association of College
and Research Libraries Conference, Baltimore, MD, March 2007.