Publications
Information Literacy at UCLA: The Core Competencies (2005): The Library's instructional services and projects are designed around one or more of these core information literacy competencies for undergraduate students. The UCLA competencies are based on the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.
Information Competence at UCLA: Report of a Survey Project (2001): Librarians have long had anecdotal evidence that undergraduates do not possess adequate information skills for some of the coursework they are required to complete, so to obtain an objective measure of students' information competence, a UCLA Library committee conducted an assessment project. The committee created a list of competencies and a survey instrument, which was administered to a sample of 453 undergraduates in Spring 1999. This report explains the research problem and methodology, explores the findings and conclusions of the research project, and makes recommendations based on the data. Results indicate many gaps in students' understanding of resources and methods.
Faculty Focus Groups: UCLA Information Literacy Initiative. (2005): The UCLA Library's Information Literacy Initiative sponsored faculty focus groups in May 2003 to gather faculty perspectives on undergraduate students' abilities to locate information efficiently, evaluate it, and use it effectively and ethically. Twenty-seven faculty from a variety of disciplines and departments across the campus participated in the discussions. The report summarizes the participants' many concerns on this issue and their varied approaches to it.
UCLA Information Literacy Program. Blended Instruction Course Task Force Report (2005): In Spring 2005 the UCLA Information Literacy Program created a task force to investigate blended instruction options for information literacy credit courses and labs and make recommendations for a model one-unit blended instruction information literacy course that would combine elements of in-person and online instruction. The group looked at existing blended instruction courses, both for information literacy and for other disciplines, including those proposed by faculty in response to a 2004 UCLA Office of Instructional Development RFP for blended instruction courses, and made recommendations regarding expected learning outcomes, curricula, assignments and grading, instructional formats, types of technology (hardware and software) used to teach blended courses, assessment of effectiveness, and training needs.
