Team 7 Research Proposal Presentation

Alphild Dick, Melendra Sanders, Shelly Speicher, & Julie Temple

TERMINOLOGY OF INFORMATION LITERACY INSTRUCTION:

What Terms should Public Libraries Use to Promote and Teach Information Literacy?

Role of Public Libraries in ILI

Information literacy is actually beautifully relevant within the mission of public libraries Rachel Hall, pg. 163

An information literate population is a key element in the 21st century The ability of public libraries to contribute to information literacy campaigns is often overlooked Advocacy efforts: do patrons of public libraries have a negative view of IL and ILI?

Research Aims & Questions

To determine how the term information literacy

is perceived by public library patrons and how these perceptions impact the success of information literacy instruction (ILI) programs.

Research Aims & Questions

What are the dominant terminologies used in conjunction with IL programs (i.e. information literacy, information competency, life-long learning, etc.)? What connotations do each of these terms have, and are they positive or negative? How do public library patrons react to each of these terms? What terms best represent the concept of IL while maintaining the best reaction from patrons?

Common Themes
Perhaps there is too much confusion surrounding the concept itself, leading public librarians to believe that information literacy is only relevant to academic and research institutions Rachel Hall, pg. 163.

Most IL research and programs

reside in academic and school libraries IL terminology and definitions are unclear to both librarians and patrons
many librarians, especially public librarians, may be the least able spokespersons. . .[because of] a lack of understanding and knowledge of information literacy concepts Jane Harding, pg. 84

Background of Research

Brey-Casiano, C.A. (2006). From literate to information literate communities through advocacy, Public Library Quarterly, 25(1-2), 181190. Lin, P. (2010). Information literacy barriers: Language use and social structure, Library High Tech, 28(4), 548-568. Hall, R. (2010).Public praxis: A vision for critical information literacy in public libraries, Public library quarterly, 29(2), 162-175. Harding, J. (2010).Information literacy and the public library: we've talked the talk, but are we walking the walk?. Australian Library Journal, 57(3), 274-294. Hart, G. (2006). Public librarians and information literacy education: Views from Mpumalanga Province. South African Journal of Libraries and Information Science, 72(3), 172-184. Spitzer, K.L., Eisenberg, M.B., & Lowe, C.A. (1998). Information literacy: Essential skills for the information age. Syracuse, NY: Syracuse University Press.

Philosophical Assumptions
Constructionist: Alan Bryman (2008) implies that social phenomena and categories are not only produced through social interaction but that they are in a constant state of revision (pg. 19). Language as a social tool is also in constant flux, especially in the context of lesser known terminology. Sociolinguist: Anja Kellerman (2001) notes qualitative research forumulae provides flexible and malleable instruments to evaluate the complexities of modern society (pg. 65) A new, new English: Language, politics, and identity in Gibralter Linguist: Marc Pruyn (1999) qualitative elements help us see how participants construct understanding (pg. 196) The power of classroom hegemony

Sampling

Content Analysis Public library websites selected using the American Library Association's "The Nation's Largest Libraries: A Listing By Volumes Held"
Self-Completion Questionnaires Four large public library systems in Kansas Unstructured Interviews Convenience sample based on responses from selfcompletion questionnaires

Data Collection Methods & Analysis Procedures

Content Analysis

Quantitative methodology Coding instrument adapted from on-going research conducted by ESU SLIM professor Developed instrument via team collaboration for consistency Analyzed two public libraries for terminology regarding IL programs Also drew from literature review terminology Instrument usable for analyzing other public library IL programs

Content Analysis Coding Schedule

Data Collection Methods & Analysis Procedures

Self-completion Questionnaire

Quantitative methodology Based questionnaire on terminology and programming drawn from content analysis Delivered via Survey Monkey at the Topeka-Shawnee County, Manhattan, Johnson County, and Wichita public library systems

Advantages

No interviewer effect Convenience to participants Provides sample for unstructured interviews

Self-Completion Questionnaire

Data Collection Methods & Analysis Procedures

Unstructured interviews

Qualitative methodology Voluntary Questions designed to gauge attitudes towards real-life IL programs at public libraries

Advantages

Deeper and more nuanced responses Contextualize quantitative data Provides usable raw data for public libraries (i.e., what classes would a patron find appealing?)

Unstructured Interview

Ethical Considerations
Permissions

Compliant with ESU Ethic Review Board Permission gained by all involved: libraries, library professionals, and participants

Ethical Concerns

Voluntary participation Protection of privacy Protection of personal data Exclusion of minors

Ethical Considerations

Limitations of Research

Selection of websites for unstructured interviews Use of non-Kansan libraries Brevity of unstructured interviews Measurability of data from unstructured interviews Objectivity

Scope of the Research Reiterated

Little empirical research addressing IL terminology and consequently the success of IL programs Lack of research on IL programs in public libraries

Significance

Address gaps in IL research Propose alternative terms for marketing IL programs Develop a better understanding of patron needs Contribute to discussion of what information literacy, in fact, is within a public library setting

Concluding Remarks

References
Brey-Casiano, C.A. (2006). From literate to information literate communities through advocacy, Public Library Quarterly, 25(1-2), 181190. Bryman, A. (2008). Social Research Methods (3rd ed.). Oxford, UK: Oxford University Press. Hall, R. (2010). Public praxis: A vision for critical information literacy in public libraries, Public library quarterly, 29(2), 162-175. Harding, J. (2008). Information literacy and the public library: we've talked the talk, but are we walking the walk?. Australian Library Journal, 57(3), 274-294. Lin, P. (2010), Information literacy barriers: Language use and social structure, Library High Tech, 28(4), 548-568. Spitzer, K.L., Eisenberg, M.B., & Lowe, C.A. (1998). Information literacy: Essential skills for the information age. Syracuse, NY: Syracuse University Press.

Questions?