İlkay Holt & Muhteşem Önder European Conference on Information Literacy (ECIL)Turkey, Istanbul22-25 October 2013

1. Redesigning Information
Literacy Programs and Its
Effect on Students’
Library Use
European Conference on Information Literacy (ECIL)
Turkey, Istanbul
22-25 October 2013
İlkay
Holt
&
Muhteşem
Önder
1

2. Higher
Educa9on
in
Turkey
¨ 189
universi9es
¨ 62%
of
them
are
the
state
universi9es
¨ 52%
of
the
universi9es
in
Turkey
were
opened
aGer
2006.
¨ There
was
a
major
shiG
in
government
policy
to
increase
the
number
of
universi9es
in
the
country.
¨ Two
years
aGer,
Özyeğin
University
was
opened
in
2008
in
İstanbul.
2

3. Özyeğin
University
(ÖzÜ)
¨ A
founda9on
(not-­‐for-­‐profit)
university
¨ Established
in
2008
¨ 4000+
students
¨ Both
undergraduate
and
graduate
programs
¨ North
American
approach
¨ English
medium
university
¨ Prep
year
–
English
language
immersion

4. ÖzÜ
Library
¨ «High
tech»
«high
touch»
library
¨ User-­‐oriented
services
¨ Offering
collabora9ve
work
spaces
¨ Suppor9ng
users’
research,
teaching
and
learning
needs
¨ 85%
of
the
collec9on
is
electronically
available
4

5. Student
Engagement
¨ Student
engagement
is
about
the
rela9onship
that
the
ins9tu9on
has
with
its
students.
It
is
considered
as
one
of
the
most
cri9cal
aspects
of
universi9es’
strategic
goals
in
order
to
retain
their
compe99ve
edge.
¨ Australian
Council
of
Research
(ACER)
states
that
‘All
aspects
of
student
engagement
are
posi9vely
related
to
students’
overall
sa9sfac9on
with
university
study.
More
engaged
learners
are
more
sa9sfied,
and
vice
versa.’
¨ The
university
pays
agen9on
not
only
to
research
produc9vity,
publica9ons,
grants
and
quality
of
teaching,
but
also
focus
on
enhancing
student
experience,
learning
and
graduate
outcomes.
¨ The
university
libraries
to
collaborate
with
faculty
and
university
administra9on
by
encouraging
students
to
get
involved
and
urging
them
to
construc9vely
par9cipate
in
their
learning.
Therefore,
informa9on
literacy
programs
are
part
of
student
engagement
process
within
the
higher
educa9on
ins9tu9ons.
5

6. Informa9on
Literacy
Programs
¤ SCOLA
(curriculum
integrated)
n Based
on
the
English
level
and
requirements
¤ Course
specific
(syllabus
integrated)
n ENG
101-­‐102
n BUS
101-­‐102
(UG)
n Sectoral
Solu9ons
Program
(UG)
¤ Orienta9ons
n MBA
&
MA
&
MSc
&
PhD
n Faculty
visits
¤ Sign-­‐up
sessions
n Student
Development
Workshops
6

7. Surveying
SCOLA
Students-­‐2012
• All
first
year
students
enrolled
in
English
language
classes
• Beginning
of
spring
term
in
collabora9on
with
SCOLA
faculty
• 57%
response
rate
• The
survey
aims:
• What
kind
of
experience,
if
any,
did
the
students
have
with
libraries,
informa9on
resources
and
research
prior
to
coming
to
OzU?
• What
were
the
students’
percep5ons
of
libraries
and
informa9on
resources
prior
to
coming
to
OzU
and
at
the
beginning
of
the
second
term
at
the
University?
• How
did
the
students’
rate
their
own
competency
in
using
informa9on
resources
prior
to
coming
to
OzU
and
at
the
beginning
of
the
second
term
at
the
University?
Source: Gulcin Cribb and Ilkay Holt (2012) Student Engagement and Library Use: An Examination of Attitudes Towards Use of Libraries and
Information Amongst Undergraduate Students at a Turkish University Library, http://docs.lib.purdue.edu/iatul/2012/papers/22.

8. Findings
¨ Comparing
to
their
high
school
9mes
¤ increased
use
of
e-­‐resources
¤ slight
decline
in
selec9ng
the
web
as
the
star9ng
point
for
research
compared
to
the
figures
whilst
at
high
school
(80.3%
at
high
school
and
71.5%
at
the
university)
¤ appearance
of
the
‘ask
a
librarian’
op9on
¤ transi9on
from
dependency
on
their
own
resources
to
increased
usage
of
library
resources
Source: Gulcin Cribb and Ilkay Holt (2012) Student Engagement and Library Use: An Examination of Attitudes Towards Use of Libraries and
Information Amongst Undergraduate Students at a Turkish University Library, http://docs.lib.purdue.edu/iatul/2012/papers/22.

9. Curriculum
Change
in
2012-­‐13
¨ Changing
learning
porrolio
in
SCOLA
¨ Finding
ar9cle
not
required
¨ Academic
wri9ng
not
required
¨ Reflec9on
on
the
content
design
of
SCOLA
library
sessions
¤ 2
type
of
library
session
instead
of
having
it
every
module.
¤ 1st
as
introductory
session
to
the
library
in
every
level
¤ 2nd
includes
search
techniques,
reference
e-­‐
resources.
Finding
ar9cle
was
only
given
in
upper
levels.
9

10. Surveying
SCOLA
Students-­‐2013
¨ The
same
survey
conducted
in
spring
2013
¨ 47%
response
rate
¨ Decline
in
awareness
and
percep9on
of
the
library
¨ Findings
comparing
to
2012
survey
¤ 73%
decrease
in
using
in
e-­‐resources
¤ 79%
decrease
in
consul9ng
librarians
¤ 10%
decrease
in
ability
to
find
journals
¤ 13%
decrease
in
ability
to
find
databases
¤ 23%
decrease
in
ability
in
how
to
use
library
resources
10

11. Reflec9on
in
Usage
Sta9s9cs
11
(Jan-­‐Aug
/8
months
average) 2012 2013 %
Academic
Search
Complete
2803 1626 -­‐72%
Credo
Reference
1762 1091 -­‐62%
ELL
Reference
Center 42 4 -­‐950%
ESL-­‐
subject
guide 457 75 -­‐509%
Euromonitor 3229 3061 -­‐5%
Fac9va 1991 86 -­‐2215%

12. Redesining
the
IL
Programs
¤ SCOLA
(curriculum
integrated)
n LIB
101:
Introductory
sessions
on
every
module
¤ Course
specific
(syllabus
integrated)
n ENG
101-­‐102
n BUS
101-­‐102
n Sectoral
Solu9ons
Programs
n SEC
401
¤ Collabora9on
with
non-­‐academic
units
n Student
Development
Workshops
(Sing-­‐up
sessions)
n Evalua9ng
Internet
Resources:
Criteria
and
Tools
n Advance
Use
of
Library
Resources
n How
to
Cite
resources
12

13. Conclusion
¨ Turkish
youth
come
from
different
background,
different
library
culture
to
the
university.
Therefore
they
all
need
different
level
of
library
instruc9on
but
usually
an
introduc9on
to
the
basics
of
a
university
library
is
needed.
¨ IL
skills
has
to
be
taken
account
not
just
for
academic
purpose
but
also
a
life
long
learning
needs
by
academics.
¨ Requirements
within
the
curriculum
and
syllabus
iden9fy
how
student
approach
to
the
library
and
library
resources.
¨ Awareness
of
instructors
and
faculty
about
the
library
services
and
resources
make
a
difference
on
the
usage
of
the
library.
¨ Librarians’
proac9vity
make
a
difference
on
how
faculty
design
their
curriculum
and
syllabus
13

14. The
Way
Forward
¨ The
awareness,
the
percep9on
and
the
usage
will
be
monitored
in
2014
and
the
redesigned
programs
will
be
re-­‐evaluated.
¨ Credit
course
is
considered
for
the
coming
years.
Just
in
9me
vs.
just
in
case
approach
to
the
IL
programmes
create
an
hesita9on
in
this
mager.
14