Caroline Lilyard: May 2010 Archives

A program at James Madison University in Harrisonburg, Virginia, requires freshman to pass an Information-Seeking Skills Test (ISST) during their freshman year. They complete eight online self-instruction modules, then take the web-based test of 53 items. If they don't pass or do not take the test a hold is placed on their registration. All first year students must pass and this is recorded on their transcript. This computerized, multiple-choice test was developed collaboratively by the JMU Center for Assessment and Research Studies (CARS) and JMU Libraries. It is designed to assess the ACRL Information Literacy Competency Standards for Higher Education.

http://www.jmu.edu/gened/info_lit_general.shtml

http://www.ala.org/ala/mgrps/divs/acrl//events/pdf/cameron.pdf

Would the U of MN Libraries be able to implement a similar program?

May 17th was World Telecommunication and Information Society Day, held in Shanghai China this year. From their website at http://www.itu.int/wtisd/index.html  --"The purpose of the WTISD is to help raise awareness of the possibilities of that the use of the Internet and other information and communication technologies (ICT) can bring to societies and economies, as well as of ways to bridge the digital divide.

One of WTISD's Calls for Action in 2010 was:

• Connect all institutions, in particular schools, in urban areas. Schools are community hubs, a place of learning and accessibility. By connecting schools we connect youth as well as others in the community to knowledge and information, leading to employment and social and economic development. Connected schools can serve as a point of service for underserved groups in the community, including women, persons with disabilities and aboriginal peoples.
  
  Call for action: ITU Member States, Sector Members and partners are urged to help connect all schools by 2015:

• Make connecting schools a priority or formal requirement in the disbursement of Universal Service Funds.
• Include school connectivity requirements directly in Universal Service Obligations.
• Allocate radio-frequency spectrum for school connectivity and reduce or eliminate spectrum fees for schools.
• Include school connectivity a condition to obtain operator licenses to ensure that a given percentage of schools are connected by a specific date.
• Provide incentives for operators to connect schools and to offer special tariffs for schools, such as reduced Universal Service Funds, contribution levies and tax breaks.