ACRL News Issue (B) of College & Research Libraries 78 / C&RL N ew s ■ F eb ru a ry 1999 Information literacy sites Background and ideas for program planning and development by Esther Grassian and Susan E. Clark W hat is “information literacy”? In 1989, the ALA Presidential Committee o n In­ formation Literacy stated that “To be in tion literate, a person must be able to recognize w hen information is needed and have the ability to locate, evaluate, and use effectively the needed information.”1 Since then, many have debated the meaning and use of this phrase,2 and some have utilized alternative phrases or important subcategories, such as “information competency” and “computer literacy.” Few may have realized, though, that the importance o f this debate lies not only in the precise meaning o f the phrase “information literacy,” but also in the very fact that it is now used widely. A D ecem b er 8, 1998, p o w er search in NorthernLight (w ww.nlsearch.com) on “infor­ mation literacy” (in quotes, to indicate a phrase) yielded 8,879 Web items and 136 “Special Col­ lection” items (articles). O n the sam e day, a simple search in AltaVista for the same phrase yielded 9,510 results, w hile a HotBot exact phrase search yielded 5,730 items. Admittedly, som e o f these results are false drops, yet they d o reveal a w ealth o f Internet sites for librar­ ians interested in information literacy. Given space constraints, w e have selected a num ber o f representative Internet resources that provide background, guidelines, programs, tutorials, and information on organizations and publications related to information literacy, and that will reward the visitor again and again with useful, up-to-date and relevant content or links. form Directories/megasites • D ir e c to r y o f O n lin e R e so u r c e s fo r I n ­ afo­ r m a tio n Literacy. A good starting point, this directory provides num erous links to organi­ zations, papers and presentations, academic pro­ grams, and other sites. Includes an excellent clas­ sified list of instructional sites on topics such as critical thinking, plagiarism, evaluating sources, an d more. The definitions o f information lit­ eracy and related terms are especially interest­ ing. Last update: August 15,1998. Access: http:// www.cas.usf.edu/lis/il/. • I n fo r m a tio n L iteracy H o m e P age. An­ other good starting place, this site provides links to W eb sites about national, state, and organi­ zational efforts to establish information literacy programs, plus an extensive bibliography of books, journal articles, and other publications about information literacy. Last update: May 28,1998. Access. http://w w w.fiu.edu/~library/ ili/index.htm l. Guidelines and reports • AGRI. C a lifo r n ia A s s o c ia t io n o f C o l­ le g e & R e se a r c h L ib raries (CARL). “Draft Information Literacy Standards for Inclusion in WASC S tan d ard s.” CARL to o k a “top- dow n” approach to integrating information lit­ eracy into the curriculum by charging a task force to develop draft language for inclusion in W estern Association o f Schools an d Colleges (WASC) accreditation guidelines. If adopted, this language w ould ad d inform ation literacy A b o u t t h e a u th o r s EstherGrassianiselectronicservicescoordinator&instructionalservicescoordinatorattheUCLACollege Library, e-mail: estherg@library.ucla.edu; Susan E. Clark is reference librarìanlbibliographicinstructioncoordinatorattheU niversityof the Pacific; e-mail:sclarkθuop.edu INTERNET RESOURCES http://www.nlsearch.com http://www.cas.usf.edu/lis/il/ http://www.fiu.edu/~library/ mailto:estherg@library.ucla.edu mail:sclark%ce%b8uop.edu C&RL News ■ Feb ruary 1999 / 79 to a c c re d ita tio n stan d ard s. T h e ta s k fo r c e a ls o p rov ided a list o f su p p ortin g d o cu m e n ta tio n fo r o u tc o m e s a s s e s s m e n t a s a n a id to e v a lu a tin g w h e th e r o r n o t in stitu tio n s h a v e m e t this s ta n ­ dard. Last u p d ate: S e p te m b e r 2 9 , 19 9 7 . A c c e s s : h t t p : / / w w w . c a r l - a c r l . o r g / R e p o r t s / r e c t o W A S C .h t m l. • CSU I n f o r m a tio n C o m p e te n c e P r o je c t. A lth o u g h th is s ite is c u rr e n tly m a in ta in e d at C a lifo rn ia P o ly te c h n ic S ta te U n iv e rsity in S a n Luis O b isp o , it d e s c rib e s a p ro je c t, la u n c h e d in 1 9 9 5 , th at is b e in g im p le m e n te d s y s te m -w id e o n C SU c a m p u s e s . T h e s ite in c lu d e s p r o je c t go als, o b je ctiv e s, a tim elin e, a n d a d etailed o u t­ lin e fo r a th r e e -c r e d it c o u r s e o n in fo rm a tio n co m p eten ce. Last update: N o date. A ccess: http:// w w w . l i b . c a l p o l y .e d u / i n f o c o m p / p r o je c t / in dex.h tm l. • IN F O R M A T IO N P O W E R : T h e N in e I n f o r m a tio n L ite r a c y S ta n d a rd s f o r S tu d e n t L e a r n in g . A revised an d u p dated v ersio n o f the 1 9 8 8 p u b lic a tio n d e s ig n e d fo r s c h o o l lib ra ry m e d ia p ro g ra m s . T h e s e n e w A m e r ic a n A s s o ­ c ia tio n o f S c h o o l L ib ra ria n s’ in fo rm a tio n lit­ e r a c y sta n d a rd s w ill b e c ru c ia l a s a c a d e m ic li­ b ra rie s w o r k w ith o th e r ty p e s o f lib r a rie s to e sta b lish s e q u e n tia l in fo rm a tio n lite ra cy le a rn ­ ing go als an d strategies for lifelong learning. Last u p d a te : C o p y rig h t ( c ) 1 9 9 8 b y A m e rica n Li­ b rary A sso ciation . A c c e s s : http://www.ala.org/ aasl/ ip _n in e.h tm l. • A P r o g r e s s R e p o r t o n I n f o r m a tio n L it­ e r a c y : A n U p d a te o n t h e A m e r ic a n L ib r a r y A s s o c ia tio n P r e s id e n tia l C o m m itte e o n I n ­ f o r m a t i o n L i t e r a c y : F i n a l R e p o r t . T h is site o u tlin e s p ro g re ss m a d e s in c e th e la n d m a rk re­ p o rt o f th is c o m m itte e w a s p u b lis h e d in 1 9 8 9 ( g o p h e r :/ / a l a l . a l a .o r g :7 0 / 0 0 / a l a g o p h i v / 5 0 4 l7 0 0 7 .d o c u m e n t). In resp o n se to that report, th e N a tio n a l F o r u m o n In fo r m a tio n L iteracy w a s fo r m e d a n d b e g a n w o r k to ca rry o u t th e r e c o m m e n d a tio n s m a d e . T h is im p o rta n t a n d tim ely u p d a te re e m p h a siz e s th e im p o rta n ce o f in fo rm atio n literacy, p ro v id es e x a m p le s o f su c ­ c e s s fu l in fo r m a tio n lite r a c y p r o g r a m s , a n d m a k e s r e c o m m e n d a tio n s fo r fu r th e r a c tio n . L a st u p d a t e : M a r c h 1 9 9 8 . A c c e s s : h ttp:// w w w .a la.o rg / acrl/ n ili/ n ili.h tm l. • SU N Y I n f o r m a ti o n L ite r a c y I n itia tiv e . T h is in itia tiv e a im s t o id e n tify in fo r m a tio n c o m p e te n c ie s a n d im p le m e n t a s y s te m -w id e p la n f o r all 6 4 S U N Y c a m p u s e s . T h e s ite in ­ c lu d e s th e c o m m itte e c h a rg e , fin al re p o rt, re f­ e r e n c e s , a n d lin k s to re la te d r e s o u r c e s o n th e W e b . A re la te d s ite (S U N Y In fo r m a tio n Lit­ e r a c y W e b - B a s e d T a s k F o r c e . In te rim R e p o rt D r a ft # 5 ) a t h ttp :/ / o lis .s y s a d m .s u n y .e d u / p ro je c ts/ IL I/ w e b .h tm l g iv e s th e ta s k f o r c e c h a r g e , r e c o m m e n d a tio n s fo r a c tio n , a n d an o u tlin e o f in fo rm a tio n lite ra c y m o d u le s . Last u p d a t e : 2 O c t o b e r 1 9 9 7 . A c c e s s : h ttp :/ / olis.sysad m .su n y.ed u /ili/ d efau lt.h tm . • W A A L (W i s c o n s i n A s s o c ia tio n o f A c a ­ d e m ic L ib r a r ia n s ) A d H o c C o m m itte e t o C r e ­ a te I n f o r m a tio n L ite r a c y C o m p e te n c ie s a n d C r i t e r i a f o r A c a d e m ic L ib r a r ie s in W is c o n ­ s i n . T h is site p ro v id e s th e first d raft o f a s e t o f c o m p e te n c ie s to p ro v id e sta te a n d institutional su p p o rt fo r in fo rm atio n literacy p ro g ra m fu n d ­ in g. T h e c o m m itte e h a s a ls o p o s te d a c a ll fo r “B e s t P ra ctices” su b m issio n s, w h ic h fit th eir ten d raft in fo rm a tio n lite r a c y c o m p e te n c ie s . Last u p d a te : S e p te m b e r 17 , 1 9 9 8 . A c c e s s : http:// f a c s t a f f . uw w .edu/W A A L/ in fo lit/ in d e x .h tm l. P r o g r a m s • U C B e r k e le y T e a c h in g L ib r a r y . T h e aim o f th e T e a c h in g Library is to p r o m o te in fo r­ m a tio n lite ra c y a s p a rt o f th e u n d e rg ra d u a te e x p e r ie n c e at th e U niversity o f C alifornia, B e r ­ k e le y . T h is W e b site p r o v id e s in fo rm a tio n a b o u t th e T e a c h in g L ib rary ’s p u r p o s e , p r o ­ g ra m s, s e r v ic e s fo r stu d e n ts a n d fa c u lty , a n d m a n y in stru c tio n a l m aterials, s u c h as, “S e a rc h th e In te rn e t: A G ra d u a te d , N early F a ilsa fe A p­ p ro a c h in 4 S te p s” ( http://library.berkeley.edu/ H elp/search.htm l). A lso in clu d ed are th e results o f an inform ation literacy survey given to gradu­ a tin g s e n io r s . Last u p d a te : A u g u st 9 8 . A c c e s s : h ttp :/ / w w w .lib .b e rk e le y .e d u / T e a ch in g L ib / . • U W ir e d W e b . P ro v id e s in fo rm a tio n o n th e U niversity o f W a s h in g to n ’s aw ard -w in n in g U W ired p ro g ram , a c o lla b o r a tio n o f th e U n iv e rsity Li­ b ra rie s , C o m p u t­ in g & C o m m u n i­ c a tio n s , a n d th e O ffic e o f U n d e r­ g r a d u a te E d u c a ­ tion. O f sp e cia l in- http://www.carl-acrl.org/Reports/ http://www.lib.calpoly.edu/infocomp/project/ http://www.ala.org/ gopher://alal.ala.org:70/00/alagophiv/ http://www.ala.org/ http://olis.sysadm.suny.edu/ http://library.berkeley.edu/ http://www.lib.berkeley.edu/TeachingLib/ 8 0 / C&RL News ■ February 1999 terest is a p a g e d es c rib in g th e te n -w e e k co u rs e “In fo r m a tio n L ite ra c y as a L ib e ra l A rt.” T h e site in c lu d e s in fo rm a tio n o n U W ired p ro je c ts, facilities, a n d w o rk s h o p s , p lu s lin k s to re la te d r e s o u r c e s . L ast u p d a te : 1 9 9 8 . A c c e s s : http:// w w w .w ash in g to n .ed u / u w ired / . T u t o r i a ls F o llo w in g is a s e le c te d list o f W e b -b a s e d tu to ­ rials. F o r lin k s to m o r e tu to ria ls s e e th e e l e c ­ t r o n i c v e r s i o n o f t h is a r t i c l e ( a t h ttp :/ / w w w .a la .o rg / a c rl/ c & rln e w 2 .h tm l) , a n d th e ACRL, LIRT, a n d L O E X s ite s lis te d a t th e e n d o f th is a rticle. • G o F o r t h e G o ld -J a m e s M a d is o n U n i­ v e r s i t y . T h is “w e b - b a s e d p ro g ra m fo r d e v e l­ o p in g in fo r m a tio n -s e e k in g s k ills ” a p p e a r s o n th e lib ra ry h o m e p a g e . T h e e ig h t m o d u le s in ­ clu d e a library orien tatio n , u se o f e lec tro n ic da­ ta b a s e s , s e a r c h stra teg y , e v a lu a tin g a n d citin g s o u r c e s , a n d u s in g th e In te rn e t. E a c h m o d u le p ro v id e s o b je c tiv e s , in fo rm a tio n , a n d a m u l­ tip le - c h o ic e e x e r c is e set. A lso in c lu d e d a r e a g lo s s a r y a n d in fo rm a tio n fo r fa c u lty o n h o w to u s e “G o fo r th e G o ld ” w ith th e ir s tu d en ts. L a s t u p d a t e : N o d a t e . A c c e s s : h ttp :/ / lib r a ry .jm u .e d u / lib rary / g o ld / m o d u les.h tm . • W eb L U IS T u t o r i a l - U n i v e r s i t y o f C e n ­ t r a l F l o r i d a . A fiv e -p a r t s ite th a t t e a c h e s u s e o f th e O PA C , o n lin e article in d e x e s , a n d o th e r fe a tu r e s , in c lu d in g v e ry n ic e liv e in te r a c tio n w ith th e OPAC, using fram es, a n d sim p le, easy - to -u n d e rs ta n d in stru ctio n s. A su rv e y tests u s e r satisfaction an d an e x c e lle n t interactive quiz as­ s e s s e s le a rn in g . U se rs c a n c h o o s e im m e d ia te f e e d b a c k a n d c a n r e ta k e th e q u iz tw ic e . Last u p d a te : S e p te m b e r 1, 1 9 9 8 . A c c e s s : http:// re a ch .u cf.e d u :8 9 0 0 / p u b lic/ lib tu t/ . • n e t .T U T O R - O h i o S t a t e U n i v e r s i t y . T h is im p r e s s iv e a n d e x t e n s i v e s it e c o n t a in s W e b tu t o r ia ls o n t o p i c s s u c h a s u s in g th e o n l in e c a t a lo g , s e a r c h in g t h e I n t e r n e t , a n d e v a lu a tin g a n d c itin g W e b s ite s . E a c h le s s o n i n c lu d e s a c t iv i ti e s , r e l a t e d l in k s , a n d th e o p p o r t u n i t y f o r f e e d b a c k . T h e “Q u a lit y C h e c k li s t f o r F l e x i b l e L e a r n in g M a t e r i a ls ” a n d “P r o g r a m C o n t e n t ” a r e p a r t i c u l a r l y v a lu a b le e x a m p le s o f th e ra r e ly d o c u m e n te d p l a n n in g e f f o r t i n v o lv e d in d e v e l o p in g a n e ff e c tiv e in s tr u c tio n a l W e b s ite . L ast u p d a te : 1 9 9 7 - 9 8 . A c c e s s : h tt p :/ / g a t e w a y .lib .o h io - s ta te .e d u / tu to r / o p e n / c o u r s e s .h t m l. • U C SC N e t T r a i l - U n i v e r s i t y o f C a lif o r ­ n i a , S a n ta C r u z . T h is w e ll-d e sig n e d site lead s stud en ts th ro u gh fo u r m o d u les: W e b b ro w sin g, e -m a il, lib rary r e s o u r c e s , a n d n e w s g r o u p s . In ­ c lu d e s in te r a c tiv e e x e r c is e s , a n in s tr u c to r’s g u id e , a n d o p p o rtu n ity fo r fe e d b a c k . Last u p ­ d a te : 1 9 9 8 . A c c e s s : h ttp :/ / n ettra il.u csc.ed u / nettrail/m aster/ . D i s c u s s i o n g r o u p s • B I-L (B ib lio g r a p h ic In s tr u c tio n L istserv ). B I-L , th e o n ly lib r a ry -in s tru c tio n -fo c u s e d m ail list, w a s e s ta b lis h e d in th e e a r ly 1 9 9 0 s u n d e r th e e x c e lle n t d ir e c tio n o f m o d e ra to r, M artin R aish . B I-L s e r v e s a s a fo r u m fo r in fo rm a tio n literacy issues, as w e ll as a h o m e w h e r e instruc­ tio n librarian s an d o th e rs c a n p o s e q u e rie s an d g e t h elp fu l c o m m e n ts a n d id eas fro m librarians w ith a b r o a d ra n g e o f in s tr u c tio n e x p e r ie n c e . S u b s c r ip t io n r e q u i r e d : l is t s e r v @ b i n g v m b . c c .b in g h a m to n .e d u . • c o m p .i n t e r n e t .n e t h a p p e n i n g s . T h is U s e n e t n e w s g r o u p is a w o n d e r fu l u p d a tin g s e r v i c e r e g a r d in g I n t e r n e t r e s o u r c e s f o r a ll k in d s o f g r o u p s a n d t o p i c a r e a s . L istin g s a r e c a t e g o r i z e d i n t o E J O U R , K - 1 2 , M IS C , R E S O U R C , e t c . a n d p r o v id e a w e a l t h o f h e lp fu l tip s f o r lib r a r ia n -in s tr u c to r s a tte m p t­ in g to m e e t in fo r m a tio n l ite r a c y g o a l s ( e .g ., “H o w to h e lp s o m e o n e u s e a c o m p u t e r ,” b y F r a n k J . H e lle r. U s e th e D eja N ew s s e a r c h to o l t o f i n d a c o p y o f t h i s a r t i c l e : h ttp :/ / w w w .dejan ew s.com ). S u b s c rip tio n n o t r e q u ir e d . co m p .in te rn e t.n e th a p p e n in g s . • n e t t r a i n . N ettrain , a m o d e r a te d m ail list fo c u s e d o n In tern et training, is also a v ailab le as a n e w s g ro u p . T h e list is n o t restricted to librar­ ian s o r lib rary-related issu e s a n d c a n se r v e as a b rid g e to c o m p u te r tra in e rs . S u b s c r ip t io n r e ­ q u ir e d : listse rv @ listse rv .a c su .b u ffa lo .e d u . S u b ­ s c r ip tio n n o t r e q u ir e d , bit.listserv.n ettrain . E l e c t r o n ic j o u r n a l s • T h e C h r o n i c l e o f H i g h e r E d u c a t i o n . T h e o n lin e v e r s io n o f th is w id e ly re a d w e e k ly p u b lic a tio n p ro v id e s s e le c te d a rticle s fo r fre e , a n d th e e n tire p u b lic a tio n to s u b s c r ib e r s . T h e C h r o n ic le is critical fo r th o s e w h o w ish to k e e p u p w ith ra p id , fa s t-p a c e d d e v e lo p m e n ts in h ig h e r e d u c a tio n w o rld w id e . A rticles a n d c o l­ u m n s o n e d u c a tio n a n d t e c h n o lo g y a r e e s p e - http://www.washington.edu/uwired/ http://www.ala.org/acrl/c&rlnew2.html http://gateway.lib.ohio- http://nettrail.ucsc.edu/ http://www.dejanews.com mailto:listserv@listserv.acsu.buffalo.edu C&RL News m Feb ru ary 1999 / 81 d a ily im p o rtan t fo r id e a s an d statu s c h e c k s o n in tegratin g in fo rm atio n literacy in to curricula. Last u p d a te : 1 9 9 8 . A c c e s s : h ttp :/ / ch ro n icle . com /. • E d u c o m R e v ie w . T h e s u b title o f this E D U C A U S E A s s o c i a t i o n p u b l i c a t i o n is “L ea rn in g , C o m m u n ic a tio n s a n d In fo r m a tio n T e c h n o lo g y .” A rticles p u b lish e d h e r e c a n h e lp librarian s k e e p u p w ith n e w te c h n o lo g y an d its relatio n sh ip to le a rn in g , as w e ll b rid g e th e gap b e tw e e n th e library an d co m p u tin g c e n te r staff. L a s t u p d a t e : n o d a t e . A c c e s s : h t t p :/ / w w w .e d u ca u se .e d u / pub/er/e rm .h tm l. • S y llab u sM ag azin e. T h e W eb site for this free teaching, learning, an d tech n o log y m agazine provides links to “Syllabus T o p 40 ,” “Syllabus Case Studies,” an d “T h e Syllabus Archives,” as w ell as highlights from th e current issue, an d informa­ tion ab o u t th e annual Syllabus C o n feren ce. Re­ cen t gem s published in this m agazin e include Roy Ten n an t’s “W eb Sites b y D esig n ” an d Lillian W ehm eyer’s “Teach in g O nline Search Techniques Y our Students Can U se.” Last update: 1998. A c ­ ces s: http://www.syllabus.com/. A r t i c l e s • “I n te g r a tin g I n f o r m a tio n L ite r a c y I n to t h e C u r r ic u lu m : H o w is y o u r l i b r a r y m e a ­ s u r i n g u p ? ” T h is a rtic le , w ritte n b y C e rise O b e r m a n , B o n n ie G r a tch Lin dau er, a n d B e ts y W ils o n , a p p e a r e d in th e M ay 1 9 9 8 is s u e o f C& RL N ew s. It re p o rts o n a M a r c h 1 9 9 8 A m e ric a n A s s o c ia tio n o f H ig h e r E d u c a tio n (A A H E ) p r e s e n ta tio n th a t d e s c r ib e d in fo r ­ m a tio n l ite r a c y p r o ­ g r a m s i n v a r i o u s s t a g e s o f d e v e l o p ­ m e n t. T h e p r e s e n te r s u rg e d in s titu tio n s to a s ­ s e s s th e ir o w n s ta te o f in fo rm a tio n lite ra c y b y ta k in g th e u n iq u e “In fo r m a tio n L iteracy I Q ( I n s t i t u t i o n a l Q u o t i e n t ) T e s t ” (h ttp :/ / www.ala.org/acrl/nili/iqtest.html), d es ig n e d b y O b e r m a n a n d W ils o n . A p p e n d e d to th e r e ­ p o rt is a n a n n o ta te d list o f s ite s id e n tifie d as “B e s t p r a c tic e s a n d m o d e ls .” L ast u p d a te : N o d a t e . A c c e s s : h t t p : / / w w w . a l a . o rg / a c rl/ n ili/ in te g rtg .h tm l. • “I n f o r m a tio n L ite r a c y a s a L ib e r a l A r t ” W ritte n b y J e r e m y J . S h a p ir o a n d S h e lle y K. H u g h es, this cla ssic, th o u g h t-p ro v o k in g article, w h ic h a p p e a r e d in t h e M arch / A p ril 1 9 9 6 E d u c o m R e v ie w , illu stra te s th e “r e a c h ” o f th e p h r a s e “in fo rm a tio n lite ra c y .” T h e a u th o rs d e ­ s c rib e s e v e n kin d s o f in fo rm a tio n literacy from a strictly te c h n o lo g ic a l p e rs p e ctiv e . T h e article also illustrates th e n e e d to b ro a d e n v iew s o f in­ fo rm a tio n literacy b e y o n d “te c h n o lo g y -re la te d lite r a c y .” Last u p d a te : N o d a te . A c c e s s : http:// w w w . e d u c a u s e . e d u / p u b / e r / r e v i e w / rev iew articles/ 3 1 2 3 1 .htm l. O r g a n iz a t i o n s a n d a s s o c i a t i o n s • A LA , A C R L I n s t r u c t i o n S e c tio n (I S ). This site focu ses o n instruction issues and projects related to a ca d e m ic libraries, a n d in clu des infor­ m a tio n o n s e c tio n activities, p u b lica tio n s , c o n ­ fe r e n c e s , c o m m itte e s, aw ard s, p lu s lin ks to in ­ struction -related sites. T h e IS T e a ch in g M ethods C om m ittee provides an e x c e lle n t list o f “Evalua­ tio n criteria fo r g o o d W e b -b a se d library instruc­ t i o n ” ( h ttp :/ / w w w .b k .p s u .e d u / a ca d e m ic / li- brary/istm/criteria.html) as w ell as ex a m p les that m e e t th e s e criteria. T h e IS ACRL/CNI “In tern et E d u c a tio n P r o je c t ” ( h ttp :/ / w w w .cw ru .ed u / affil/cni/base/acrlcni.htm l) rev iew s an d s e le c ts exem p lary Internet ed u catio n materials. Last u p ­ d a te : S e p t e m b e r 1 , 1 9 9 8 . A c c e s s : h ttp:// w w w .lib.utexas.edu/is/. • A LA L i b r a r y I n s t r u c t i o n R o u n d T a b le ( LIR T ). T h is site is g e a r e d to th o s e in a n y ty p e o f lib rary settin g w h o a re in te re ste d in in stru c­ tion . It in c lu d e s in fo rm a tio n o n activ ities, p u b ­ lication s, c o n fe re n c e s , co m m ittees, an d lin ks to instruction -related sites, as w ell as an n o ta te d in­ fo rm a tio n a b o u t W e b -b a s e d tutorials. T h is site is a ls o n o ta b le fo r its a n n o ta te d b ib lio g ra p h ie s o f L IR T -se le cte d to p tw en ty in stru ctio n articles fo r e a c h o f th e last th re e years. Last up date: Ju ly 3 1 , 1 9 9 8 . A c c e s s : h ttp :/ / d io g e n e s.b a y lo r.e d u / L ib r a ry / L IR T / . • L O E X C l e a r i n g h o u s e f o r L i b r a r y I n ­ s t r u c t i o n . L o c a te d a t E a ste rn M ich ig a n U n i­ v e rsity L ib rary a n d d ir e c te d b y L ib rarian Ju lia K . N im s, th is n o n p r o fit c le a r in g h o u s e le n d s in stru ctio n al m aterials in v ario u s fo rm ats to in ­ stitu tio n al m e m b e rs . T h e site p ro v id e s lin k s to in fo rm a tio n lite ra c y s ite s , o n lin e to u rs a n d tu ­ torials, an d o th e r instruction -related sites. It also in c lu d e s in fo rm a tio n o n th e im p o rta n t a n d h ig h ly p o p u la r a n n u a l L O E X c o n f e r e n c e o n lib ra ry in s tru c tio n . Last u p d a te : Ju ly 3 1 , 1 9 9 8 . A c c e s s : h t t p :/ / w w w .e m ic h .e d u / ~ ls h ir a to / lo e x .h tm l. In te r n e t R e s o u r c e s c o n t in u e d o n p . 9 2 http://chronicle http://www.educause.edu/ http://www.syllabus.com/ http://www.ala.org/acrl/nili/iqtest.html http://www.ala http://www.educause.edu/pub/er/review/ http://www.bk.psu.edu/academic/li- http://www.cwru.edu/ http://www.lib.utexas.edu/is/ http://diogenes.baylor.edu/ http://www.emich.edu/~lshirato/ 82 / C&RL News ■ February 1999 92 / C&RL News ■ February 1999 S h e id e n tifie d th e c h a lle n g e as o n e o f “… h o w w e w ill m o v e in to this n e w e n v iro n ­ m en t, ch an g in g th e rules an d ch an g in g th e very n a tu re o f w h a t it m e a n s to b e a n a c a d e m ic li­ brary.” Sh e identified this n e w m ean in g in terms o f th e sh iftin g r o le o f th e in stitu tio n o f h ig h e r e d u c a tio n fro m th at o f s o le p ro v id e r o f e d u c a ­ tion al c o n te n t to o n e o f g u id a n ce to stu d en ts in th eir effo rts to a s se m b le “. . . le arn in g o p p o rtu ­ n ities, a v a ila b le a t a d is ta n c e fro m a v a rie ty o f in stitu tions,” in to a c o h e re n t ed u c a tio n a l e x p e ­ rien ce. P r o f e s s i o n a l d e v e l o p m e n t a n d c o n t i n u i n g e d u c a t i o n P e te r D u re y , u n iv e rsity lib ra ria n e m e ritu s at th e U n iversity o f A u ck lan d , N ew Z e a la n d , d e ­ fin e d p ro fe s s io n a l d e v e lo p m e n t a s “. . . a p r o ­ gram w h ic h e n c o u ra g e s e m p lo y e e s to d ev elo p th e ir skills a n d ca p a b ilitie s o n a co n tin u in g b a ­ s is .” H e w a s c le a r in h is v ie w th a t s u c h a p r o ­ g ra m b e w e ll-p la n n e d , re s u ltin g fro m p e r fo r ­ m a n c e re v ie w s a n d d is c u s s io n s w ith lib rary staff. H e su g g e ste d th e u s e o f lo c a l lib r a ry r e ­ “C h e c k in g o u t . . . ’’c o n t in u e d fr o m p . 8 5 C h e c k in g o u t d ig ita l c a m e r a s n a tu ra lly e v o lv e d fro m th e ITC g o a l o f fo cu sin g o n W e b p u b lish in g a n d m u ltim ed ia. It’s th e n e x t w a v e fo r instructio n al tech n o lo g y . C h eck in g o u t digi­ tal ca m e ra s is e a sy an d c h e a p an d a great b o o st fo r lib ra ry p u b lic re la tio n s d u e to its p o p u la r ­ ity. W e h ig h ly r e c o m m e n d o ffe rin g th is s u c ­ ces s fu l s erv ic e a n d w e lc o m e a n y q u e s tio n s re ­ gardin g h o w to b eg in . N o t e s 1. h t t p : / / l i b w e b .u o r e g o n . e d u / s c i l ib/ s litc.h tm l. 2. K la s s e n , T im . “C rea tin g a n X W in d o w T e rm in a l-B a se d In fo rm a tio n T e c h n o lo g y C e n ­ ter,” R e fe r e n c e S erv ices R ev iew ( Spring 1997): 2 5 - 29. 3. F o r e x a m p le , fin e s a c c r u e if th e c a m e ra is o v e r d u e : $ 2 fo r th e first h o u r, $ .5 0 p e r h o u r a fte r th e first h o u r, w ith a m a x im u m o f $ 2 0 . T h e p a tro n is r e s p o n s ib le fo r th e c a m e r a d u r­ ing ch e ck -o u t an d is ch arg ed fo r d am age o r loss. T h e re p la c e m e n t v a lu e o f th e c a m e ra is $ 8 0 0 . 4 . M cC le lla n d , D e k e . “M id ra n g e D igital C a m era s,” M a c w o r ld (A pril 1 9 9 8 ): 3 8 - 3 9 . 5. O n e p e r s o n c h e c k e d o u t c a m e r a s 11 tim es, th e h ig h est. ■ s o u r c e s , e x p e r t i s e e l s e w h e r e in t h e u n iv e r ­ sity, an d pro g ram s o ffered b y ex tern a l so u rce s, a n d n o te d th at s u c h train in g an d d e v e lo p m e n t is o ften available in th e fo rm o f interactive v id eo o r v ia th e In te rn e t. O n th e third an d c lo s in g d ay o f th e c o n fe r­ e n c e , B e v e r ly L y n c h o f UCLA p r e s e n te d a m asterfu l su m m ary o f th e v a rio u s d is cu ss io n s th a t t o o k p la c e d u rin g e a c h o f th e s ix th e m e ses s io n s , h igh ligh tin g an d m ak in g r e fe r e n c e to s ev eral sign ifican t p a p e rs that w e re in clu d ed in e a c h o f th e s ix th em es. B y a n y m e a s u r e , ICONM AL ’9 8 m u st b e c o n s id e r e d a m a jo r s u c c e s s . T h e n e w lib rary b u ild in g a t P e k in g U n iversity is stu n n in g , a n d this c o n fe r e n c e , d es ig n e d to c e le b ra te th e c e n - te n n ial o f th e u n iv ersity an d to c o m m e m o r a te th e o p e n in g o f th e b u ild in g , w a s a m o s t fitting effo rt. Z h u Q ia n g , w a s th e p rim ary in dividu al r e s p o n s ib le fo r w h a t w e in th e U n ited S tates call “lo c a l a rr a n g e m e n ts.” Z hu an d his staff did a truly rem a rk a b le jo b , a n d th e ir e ffo rts s h o w e d c le a r ly th r o u g h o u t t h e e n tir e c o n d u c t o f th e c o n f e r e n c e . ■ In te r n e t R e s o u r c e s c o n tin u e d f r o m p . 8 1 • A LA , A C R L I n s t it u t e f o r I n f o r m a ti o n L i t e r a c y (IIL, fo rm erly N ILI). F o r m e d in 1 9 9 7 u n d e r C erise O b e r m a n ’s d irection , th e IIL aim s to train instruction librarians, p ro v id e p ro g ram ­ m in g fo r lib rary ad m in istrato rs o n in fo rm atio n lite ra c y iss u e s , a n d s u p p o rt ACRL a n d th e Na­ tio n a l F o r u m o n In fo rm a tio n L itera cy in v a ri­ o u s h ig h e r e d u c a tio n initiatives. T h is s ite p ro v id e s in fo rm a tio n o n IIL p r o ­ g ram s a n d lin ks to re la te d sites o n in fo rm atio n lite ra cy . O f s p e c ia l in te re s t is a p a g e o n th e im p o rta n t u p c o m in g IIL Im m e rs io n P ro g ram , a c o m p r e h e n s iv e fo u r-a n d -a -h a lf-d a y institute fo r in s tru c tio n lib ra ria n s to b e h e ld a t SU N Y P la ttsb u rg h in J u ly 1 9 9 9 . Last u p d ate: N o v em ­ b e r 1 9 , 1 9 9 8 . A ccess: http://www.ala.org/acrl/ nili/nilih p.h tm l. N o t e s 1. go p h er:/ / ala1.a la .o rg :70/ 00/ alag o p h iv / 5 0 4 l7 0 0 7 .d o c u m e n t. 2. Loanne Snavely an d N atasha C ooper. “T h e Information Literacy D ebate ,” J o u r n a l o f A c a d e m ic L ib r a r ia n s h ip , Ja n . 1997, V 23(N 1): 9 - 1 4 , and Kasm an, J o y c e Valenza. “Inform ation Literacy is M ore T h an Com puter Literacy,” T h e P h ila d e lp h ia In q u ire r, 16 April 1998, sec. F3, colu m n 2. ■ http://libweb.uoregon.edu/sciIib/ http://www.ala.org/acrl/ gopher://ala