ACRL News Issue (B) of College & Research Libraries C&RL News ■ July/August 2003 / 443 ACRL NATIONAL CONFERENCE Learning to make a difference Coverage from ACRL’s 11th National Conference, Part 2 T his is the second o f h alf o f the re p o rt from the A C R L N ational Conference in Char­ lotte. Part one appeared in the J u n e issu e . C & R L N e w s thanks the m any volunteers who provided session reports. A su rvey o f c h ie f academ ic offic e rs on d iv e rs ity M ark W in sto n (Rutgers University) began the contributed paper session “Diversity and O rgani­ zational Success: A S u rv e y o f C h i e f Academic Officers” w ith the profound s t a te m e n t t h a t there is “little in the w ay o f re s e a rc h and d a ta ” relating to diversity in the LIS literature. M ost o f the literature is c om prised o f case studies and opinion pieces b u t n ot true research. As a re­ A lo o k a t th e 169 e x h ib products and services in thsu lt, h is re sea rc h with co-author H aipeng Li (O berlin College) is based on published research prim arily in the p ri­ vate sector. W inston and Li surveyed vice presi­ dents o f academic affairs and academic deans to determ ine the extent to which diversity is an or­ ganizational priority and the ways in which per­ formance related to diversity is evaluated in their institutions. In particular, they focused on the relationship between diversity and organizational success concerning the library. ito e W in sto n stated th at num erous research stud­ ies indicated th at “companies that are the m ost diverse as m easured by several factors, including m inority employm ent at all levels and spending w ith m inority suppliers, have also been identified as m ore successful.” Additionally, he noted that colleges that tend to be m ore diverse tend to be more successful. W hile “in m any academic institutions, librar­ ies were seen as leaders in the areas o f diversity,” W inston notes that this is somewhat scary consid­ ering the demographics o f our profession. O v e r w h e l m ­ ingly, 86.8 percent o f those surveyed in d ic a te d th a t d i­ versity was a high priority, b u t m any fa ile d to p ro v id e sufficient m eans to achieve this goal. W in s to n a n d Li conclude th at chal­ lenges to enhance organizational suc­ cess include getting r s w h o d is p la y e d t h e ir a d m in is tra to rs to exhibits hall. recognize th a t d i­ versity is im portant and influencing them to pro­ vide resources needed to ensure success.— Angela Gooden, University o f Cincinnati, angela‚gooden@uc.edu A ddressing p la g ia ris m “Is plagiarism really a problem ?” began m oderator Rebecca Jackson (Iowa State University) in the session “W h a t D o You Say W h en T hey C om e to You?” C itin g statistics, she concluded th at the Internet seems to make plagiarism m ore o f a p roblem 444 / C&RL News ■ July/August 2003 lem than it was in the past, but she also believes most students don’t know what plagiarism is and recommends that librarians are the ideal partners for faculty in confronting this issue. Lisa Janicke H inchcliffe (U niversity o f Il­ linois) discussed the fundam ental values o f aca­ dem ic integrity. She suggested th a t w h a t is needed is an ethical fram ew ork for dealing w ith plagiarism a n d based her p re se n ta tio n on in fo rm a ­ tio n obtained from the Cen­ ter for Academic Integrity’s W eb site (h ttp ://w w w . academicintegrity.org). She made the distinction between error in writing and citation (as has recently been the case w ith some notable histori­ ans) and purposeful misrep­ resentation o f authorship. C a m ille M c C u tc h e o n (University o f South Caro- lin a -S p a rta n b u rg ) talk e d about so-called “paper mill” sites and pointed o ut how easy it is to find a myriad of both free and subscription sites. Phrase searching in d if­ ferent academic databases, in ACRL P re sid e n t addition to using search en­ w ith Conference gines such as Google, were among the recommended m ethods for tracking down occurrences o f plagiarism. Fran Ebbers (St. Edwards University) spoke about her efforts to form a senate task force on academic integrity at her university and empha­ sized the importance o f administrative support as well as faculty involvement in this endeavor. Christina Peterson (San Jose State University) closed the session with the results of her investi­ gation into plagiarism detection software using turnitin.com as an example. H er conclusion was that this type o f software detects some instances o f plagiarism (although n ot in scholarly biblio­ graphic and full-text databases) and it may serve A u d io c a s s e tte s /C D s a v a il a b le To order audiocassettes or C D s o f N ational Conference programs, visit Conference Media Contractors on the Web at http://www.cmc- net.com /docs/acrl_04.10.03_index.htm l. as a psychological deterrent, b ut ultimately it does not detect all plagiarism nor does it address the more complex issue o f prevention.— Robin Imhofi University o f the Pacific Library, rimhof@uop.edu A m ore accessible W eb D uring the panel session, “Making the O nline Li­ brary Environm ent Accessible to All: Strategies fo r C h a n g e ,” J u d ith M . Dixon (Library o f Congress) presented tips on m aking Web pages more accessible for the disabled; Suzanne Byerly (University o f Colo­ rado) described results of a survey com pleted by data­ base vendors; Bryna Coonin (East C arolina University) provided an overview o f e- jo u rn a l accessibility; and Axel Schmetzke (University o f W isco n sin ) id e n tifie d guidelines for Web accessi­ bility policies. While demonstrating fea­ tu re s o f sc ree n readers, D ixon explained th at font size is not an obstacle to ac­ len H. S p a ld in g cessibility; image maps and air Larry Hardesty. scrolling text bars may im­ pede access; all images need ALT TEX T attributes; file names should be mean­ ingful; and a “skip to main content” feature (so users can bypass repetitive navigation bars) is help­ ful. She recommended installing adaptive tech­ nology on different computers because o f con­ flicts with video drivers. Byerly said that 11 database vendors replied to her survey; all thought accessibility was important and planned to make improvements. She explained that a main barrier to e-journal access is document delivery in PD F format. W hile some vendors are providing H T M L full-text and T IFF access, many are waiting for Adobe to solve this accessibility problem. She discussed how vendors need to in­ clude a product accessibility policy on their cor­ porate Web sites, train sales representatives, and conduct usability tests. She urged librarians to demand better accessibility. C o o n in p ro v id ed a W eb address ( h ttp :// www.jimthatcher.com/sidebyside.htm) that com­ pared Section 508 accessibility standards with Priority 1 Web C ontent Accessibility Guidelines (WCAG) checkpoints. She noted that a specific H e Ch http://www mailto:rimhof@uop.edu http://www.cmc- http://www.jimthatcher.com/sidebyside.htm C&RL News ■ July/August 2003 / 445 company policy for accessibility is needed to prevent accidental or interm ittent com­ pliance, dependent on the Web designer. B ryna also m e n tio n e d R on S te w a rts “Usability Study o f Research Databases” (h ttp ://ta p .o re g o n s ta te .e d u /a h g ) a nd encouraged librarians to get accessibility wording incorporated into license agree­ ments. Schmetzke emphasized the need for accessibility policies at all organizational levels and identified policy components (e.g., standards used, resources affected, responsible parties, consequences for non- A tte n d th e V ircompliance, enforcement and implemen­ Library tation measures). H is site on resources th e A ll for designing accessible Web pages is avail­ able at (http://library.uw sp.edu/aschm etz/acces sible/pub_resources.htm) and he encouraged li­ brarians to join AXSLIB-L, an electronic list dedi­ cated to accessibility (h ttp://w w w .rit.edu/~easi/ lib/axslib-l.html).—Allison Ondrasik King, Univer­ sity o f Cen tral Florida-Cocoa, aking@mail. ncf.edu The revised “ Research A genda fo r Library In structio n and In fo rm a tio n Literacy” D uring the panel session “Put Instruction in your (Research) Agenda,” speakers and participants ex­ amined the revised “Research Agenda for Library Instruction and Inform ation Literacy,” authored by the ACRL Instruction Sections Research and Scholarship C om m ittee. Melissa Becher, com m it­ tee chair, served as the moderator. Elizabeth Depuis (University o f California-Berkeley) described the docum ent’s purpose. John Riddle (Pennsylvania State U niversity-Fayette), and C y n th ia Levine (N orth Carolina State University) followed with comm ents on the four m ajor sections. Since the m ost recent agenda was published over 20 years ago in C&RL News (April 1980), changes in the profession and technology w ar­ ranted a complete revision. D upuis stated the com ­ m ittee hopes “to create a netw ork o f researches where we study similar questions and move for­ ward in the profession.” She gave five aspects of ways to conduct better research, emphasizing the need to comm unicate w ith others in the profes­ sion. Riddle noted the differences in the focus o f in struction and in language from 1980 to the present as he reviewed the “Learners” and “Teach­ ing” sections. T h e shift from an inward focus on ourselves as librarians to an outward focus on our learners and e e s check o u t th e c u ttin g -e d g e te c h n o lo g y in a l V illage C om m unications Center a t th e Public o f C h a rlotte and M ecklenburg C ounty d u rin g C onference Reception. their perceptions challenges our instruction pro­ grams and goals. Perhaps the m ost noticeable change is the infusion o f technology throughout the document; the 1980 version never m entions a com puter. Levine concluded by exam ining the “Organizational C ontext” and “Assessment” sec­ tions. Small discussion groups spent the remain­ der o f the session brainstorm ing ways to use the agenda at individual institutions. T he complete agenda is available at: h ttp :// www.ala.org/ C o n ten t/C o n te n tG ro u p s/A C R L 1 / I S / I S C o m m i t t e e s / W e b _ p a g e s / R e s e a r c h / Research_Agenda_for_Library_Instruction_and_ Information_Literacy.htm.—Jennifer Little, Uni­ versity o f South Carolina-Aiken, JenniferL@usca.edu A n all-electro n ic jo u rn a l collection In the wake o f massive p rint journal cancellations due to financial cutbacks in 1998, the library at Drexel University embarked on a m ajor project to migrate to a prim arily electronic journal collec­ tion. According to Carol H ansen M ontgom ery (dean o f libraries at Drexel), by 2003, the library’s p rin t journal collection had been reduced from 1,700 titles to 370 titles, and the electronic jour­ nal collection had grown from 200 journals to over 12,000 titles. This rather quick m igration was made easier by the fact that Drexel is a very technology-ori ented university, w ith a strong infrastructure al­ ready in place, and had a heavily com puter literate user population. Patron acceptance was immedi­ ately obvious; determ ining the cost savings and effectiveness o f retrieved materials required more detailed analyses. W ith help from IMLS funding, M ontgom ery and D onald W. King (research pro­ fessor at the University o f Pittsburgh) conducted tu - http://tap.oregonstate.edu/ahg http://library.uwsp.edu/aschmetz/acces- http://www.rit.edu/%5eeasi/ http://www.ala.org/ mailto:JenniferL@usca.edu 446 / C&RL News ■ July/August 2003 a cost and use study, examining the research habits o f faculty and doctoral students. Key findings indicated that the “am ount o f reading remained high and outcomes from reading continued to be favorable, particularly from library-provided ar­ ticles” in the electronic journal collection. Use increased proportionally as the age o f the article increased. T he study also provided evidence that there is a cost savings with electronic journals, although n ot as m uch as initially expected. The operational costs per use for p rint proved to be the highest because o f bound volume storage costs. Full-text aggregators, such as ProQuest, were the m ost cost effective. However, m an­ aging an electronic collec­ tio n proved to be m ore complex and volatile, with m any variables requiring a m o re s k ille d s ta f f a n d greater reference support than a p rint collection.— S u sa n B. M a r k le y , V illa n o v a U n iv e r s ity ‚ susan.markley@villanova.edu Providing research instruction to distance learners S h irle y L a n k fo rd a n d Kristin Nielsen described the developm ent o f the U n iv e rs ity S ystem o f Georgias O nline Library James Neal, vice pres services/university liLearning Center (OLLC), University, and Susan an initiative intended to tim e visiting progra provide library instruction c o m m u n ic a tio n , e n j for a diverse group o f dis­ th e Chairzs Reception tance learning students, in the program “Virtually a Librarian: Providing Re­ search Instruction to Distance Learners.” Diver­ sity was also reflected in the 34 institutions to be served, which ranged from two-year colleges to comprehensive urban research universities, and everything in between. T heir challenge was to devise a tutorial that could be used by all in con­ junction w ith the State o f Georgia’s Distance Edu­ cation programs. T he effort was delayed when the original co­ ordinator left. T he new coordinator, who had a background in editing and educational design and a shorter timeline for production, enabled them to focus and accomplish the work. Rethinking who their users would be helped i b K m o . the six librarians on the project clarify the wide variety o f experience and abilities o f the students. T he final result integrates the questions and an­ swers students frequently pose into the tutorial in such a way that the diversity o f the institutions is accommodated. It is Web accessible, anyone may use it, and it allows students to proceed through the tutorial step-by-step, as well as access just-in- time information at their p o int of use. T he presentation described the processes and some o f the pitfalls encountered by the team as­ sembled to write the tutorial, providing valuable information for anyone who is involved in pro­ d u c in g a tu to r ia l. T h e re s u lt is a t h t t p : / / w w w .u s g .e d u / g a li l e o / skills/.— Frances A. May, University o f North Texas Libraries, fmay@ library. unt.edu D ig ita l vid eo “Digital Video: T he Next Step in Reference and Edu­ cation,” was authored by S usan Lessick, K a th ry n K jaer, a n d H e a th e r T u nender (U niversity o f C a lifo rn ia -Irv in e ). T h e U C I lib r a r i e s ’ D ig ita l Video Research and Plan­ ning Team, composed o f librarians, program m ers, and various liaisons was es­ dent fo r in fo rm a tio n tablished in 2002 to pilot, ra ria n at C olum bia evaluate, and recommend . M artin, ACRL’s p a rt o ffic e r fo r scholarly digital video for reference, y in g them selves at user education, and meet­ ing teleconferencing. Digi­ tal video technologies are now affordable and widely available, and Irvine has the required technical infrastructure to sup­ port digital video. T he potential value o f use in­ cludes enhanced reference services and access to subject specialists, backup coverage, and expanded branch library hours. F urther, since cues and progress can be seen and heard, patrons may be more patient. Phase I o f the project, fall 2002 to w inter 2003, involved p lan n in g video reference and videoconferencing. T he team integrated Polycom and Tandberg videoconference appliances with the 24/7 Reference software. T hey planned space for video reference workstations and identified library meetings and groups for videoconferencing. T he http://www.usg.edu/galileo/ C&RL News ■ July/August 2003 / 447 team trained staff on selected equip­ ment, developed or re fin e d p o lic ies a n d tra n s a c tio n p ro to c o ls , a n d d o c u m e n ted staff a nd user behavior and key issues. As­ sessment is based o n th e a cadem ic version o f the Pa­ tro n S a tisfac tio n Survey. Poster sessions o ffe re d a D u ring P hase chat in fo rm a lly a b o u t iss II, spring 2003, the team planned to pilot the model at a remote branch and make recommendations about integrating the service. Phase III, projected for sum m er to fall 2003, will involve applying and testing the tech­ nology for group instruction over the Web by of­ fering live classes to rem ote viewers and 2 4 /7 access to stored or archived classes. Video and voiceover IP may be next in e-reference. In response to questions, presenters com ­ m ented that staffing works the same as the live desk. Further, confidentiality is m aintained since transcripts are not archived and users can turn off their video portion. Advertising has n ot yet been attempted.— Marilyn Ochoa, University o f Fl orida, mochoa@mail.aflib.ufl.edu Teaching p o rtfo lio s fo r librarians W hat is a teaching portfolio, and how m ight li­ brarians benefit by creating one? These questions, plus m any others, were discussed at the workshop entitled “Teaching Portfolios for Librarians: M ak­ ing a Difference in Learning,” presented by Judith Arnold (Marshall University), Joan Ruelle (Hollins University), and Beth W oodard (University o f Illinois at Urbana-Champaign). A teaching portfolio is a selective compilation o f materials that represents ones teaching strengths, accomplishments, improvements, and performance. Portfolios might include a personal teaching phi­ losophy, course syllabi, assessments and evaluations, letters from faculty, awards and honors, and profes­ sional development, among others. Teaching portfolios have been used in educa­ tion for over 20 years, partly as an alternative means o f assessing student achievement. For li­ brarians, portfolios create a context to relate what they do to the mission and goals o f their library and institution. T hey m ight provide evidence to faculty that librar­ ian s do have a te a c h in g ro le at th e ir in s titu tio n , raising the visibil­ ity o f librarians on campus. T he port­ folio m ight also be used as a vehicle in revamping an indi­ vidual course or in­ struction program, a resource for new ndees th e o p p o rtu n ity to librarians, or a tool im p o rta n t to them . for recruitment. Individual uses and benefits m ight include personal reflection, charting growth and development, an archive or reference o f past classes taught, the demonstra­ tion o f a process used rather than a product, and documentation for prom otion or annual reports. Create a teaching portfolio as a “new lens for the things you’re already doing,” and help estab­ lish a culture where teaching portfolios are a part o f i n s tr u c tio n lib ra ria n s h ip .— Cassandra E. Osterloh, University o f New Mexico, osterloh@unm.edu M o tiv a tio n a l techniques “W ill W ork for Candy: Motivational Techniques T h at W ork” was presented by librarians from the State University o f New York (SUNY) campuses. Trudi E. Jacobson, coordinator o f user education programs, and Lijuan Xu, user educational/refer ence librarian, are from the University at Albany. Stephan Macaluso is the learning librarian from N ew Paltz. Xu set the foundation by describing the differ­ ences between extrinsic and intrinsic motivation. W ith extrinsic m otivation, students focus on at­ taining something tangible, such as a grade or piece o f candy. Intrinsic m otivation is self-motivated and the reward comes from a personal achieve­ ment. She also referred to John M . Keller’s ARCS (attention, relevance, confidence, and satisfaction) Model, different learning styles between genera­ tions, and effective teaching behaviors. Jacobson proposed that course design elements be active, have a range o f challenges, and possess an element o f discovery. A utonom y is also key in Jacobson’s design. Providing choices makes the class more relevant to the student and builds his or her confidence. Macaluso illustrated the application o f Xu’s and Jacobson’s examples by sharing the outcomes tte ues mailto:osterloh@unm.edu 448 / C&RL News ■ July/August 2003 o f his portfolio build­ in g in f o r m a tio n l i t ­ eracy class. H e used the “portfolio as a m otiva­ t o r , ” w h e re s tu d e n ts can reveal th e ir a p ti­ tude, growth, inquiry, and works in progress. O th e r in stru c tio n tips a n d m otivational techniques m entioned: D o n ’t give too m uch i n f o r m a t io n . N e v e r rush o u t w ith o u t sum ­ m arizing y our lesson. Build a com m unity in y o u r classroom . U se K e y n o te s p e a k e r B ill Encyclopedia o f th e So various teaching m eth ­ t a lk t o c o n fe r e n c e a t ods and activities. D o p re s e n ta tio n . a course th at is m ean­ ingful to your students. E nthusiasm is contagious. T h e Pow erPoint presentation, bibliography, a n d a b s tr a c t c a n be f o u n d a t h t t p : / / w w w .a lb a n y .e d u /~c g 2 1 9 /c a n d y .h tm l.— A n n a L iz a Posas, U niversity o f C alifornia-Santa B a r­ bara, lposas@ library.ucsb.edu P erso nalized lib ra ry in s tru c tio n pro gram s “T h e L ibrarian as Teacher: Personalized Library Instruction Program s” illustrated four library in ­ struction program s to im prove undergraduate re­ tention rates. Libraries varied by locality a nd type. All four presentations stressed the link between stu d e n t library involvem ent and faculty-graded assignments. Carol H e dlin (director, U niversity o f Alaska- Southeast) related a “historical fo o tn o te ” o f the origin o f the personal librarian and set the presen­ tation tone. Expecting a robust student response, librarians m ailed 1,000 o utreach postcards to first- year students; instead, they n e tted only one reply. T h e sym pathetic m u rm u r o f the audience shifted to laughter as the recipient o f that one student’s reply, the panel’s next speaker, R ita D ursi Johnson, quipped, “Flush w ith success, I left the state.” As director o f the DeTam ble Library in N o rth C arolina, Jo hnson continued to develop personal­ ized librarian concepts at St. Andrews Presbyte­ rian College. T his 1999– 2000 program incorpo­ rated desired student inform ation competencies in to a library skills packet. B o n n ie V ie g la n d , re fe re n ce lib ra ria n , and Stephanie W illen Brown, database services librarian F e ut te (H a m p sh ire C o l­ lege, M a ssac h u se tts), showed how their pro­ gram, developed over a three-year p eriod, in ­ vo lv es s tu d e n ts a t a “te a c h a b le m o m e n t” linked directly to an as­ s i g n m e n t. L ib ra ry pedagogies include stu­ d e n t tu to ria ls, course W eb sites, and faculty a nd teacher’s assistant training. Vicki C olem an (di­ rector o f C lem ons Li­ rris, c o e d it o r o f th e b ra ry , U n iv e r s ity o f h, takes some tim e to V irg in ia ) d e scribed a n d e e s f o l l o w i n g his pro g ram w ith u n iq u e elem ents o f custom er service and factory p ro duction methodology. T he program focuses on students as customers and sup­ plies “one-stop shopping” research assistance, “just in time, just enough and just for m e.” Audience questions th at applied personal li­ brarian concepts to transfer a nd graduate students co n firm ed this pre sen ta tio n ’s value.— C a r o lin e Russom, C alifornia S tate U niversity-N orthridge‚ Caroline.russom @csun.edu P ro fessio n al a n d p erso nal d e v e lo p m e n t T h e session “Leading by Example: Practical Pro­ fessional a n d Personal D e v elo p m en t” provided an overview o f professional d e v elo p m en t a nd m entoring as well as gave the audience an opp o r­ tu n ity to subm it practical feedback for subsequent posting on the W eb. T he presenters were Corey W illia m s G r e e n ( C o r n e ll C o lle g e ), N a o m i S u th e rla n d (U n iv e rs ity o f T e n n e s s e e -C h a tta nooga), and Trisha M ileham (Valparaiso U niver­ sity). G reen in troduced the to p ic by emphasizing the need to develop leadership skills in newer li­ brarians at a tim e w hen m any m em bers o f the profession are approaching retirem ent. She said th at professional developm ent should be an ongo­ ing, collaborative effort. Sutherland th en talked a bout m entoring and m entorship. In order to effectively provide gu id ­ ance, a po ten tial m en to r should exhibit several c h ara c te ris tic s , in c lu d in g b e in g so m e o n e th e protege respects and trusts, being excited about (continued on page 4 54) http://www.albany.edu/-cg219/candy.html.%e2%80%94Anna C&RL News ■ July/August 2003 / 449 450 / C&RL News ■ July/August 2003 454 / C&RL News ■ July/August 2003 A C e n tu ry o f Im ages,” detailing the history o f p h o tography in the U n ite d States. In fo rm a tio n related to the do c u m e n tary can be found on the PBS W eb site; the follow ing in form ational paths are included: art, p h o to g ­ raphy a nd war, digital tru th , presidential image making, persuasion, social change, and cultural identity. This site is especially helpful for the stu­ dent o f photojournalism and for the general p ub­ lic wanting to know more about the impact of p h o to jo u rn a lis m in A m erica. Access: h t t p : / / w w w .p b s.o rg /k tca/am erican p h o to g rap h y /. S e p te m b e r 11 Listed below are som e m etasites o f ph o to g rap h collections o f Septem ber 11, 2001. ( “Learning to make a difference, ” continued from pa learning and actively involved in the protege’s learning, a nd being an individual w ho sets high standards a nd serves as an example to others. In m ost cases the protégé inform ally initiates the m en to rin g relationship, although in form al m entoring programs, m entors and proteges may be assigned to one a nother. A m ong the b e n ­ efits o f m e n to rin g are personal g row th, im ­ proved perform ance a nd in terpersonal skills, greater re te n tio n o f tale n te d employees, and the po ten tial for a m ore-defined career path. Sutherland said, “m en to rin g is all a b o u t life­ long learning.” M ileham m e n tio n e d o th e r aspects o f d e­ velopm ent across the professional lifespan, in ­ cluding the need for librarians to m ain tain a personal c om m itm ent to their own professional d e v e lo p m e n t a n d th a t o f new er colleagues. C o n s u lt h t tp : //w w w .v a lp o .e d u / h o m e /f a c - u lty /p m ile h a m /a c rl fo r n otes from th e p re ­ sentation, a bibliography, and audience c o n tri­ b u tio n s.— M artha Tarlton, University o f N orth Texas Libraries, tarlton@library. unt. edu In te g r a tin g in fo r m a tio n lite ra c y “Practical Ways to Integrate In fo rm atio n L it­ eracy into the C urriculum on a Shoestring B ud­ get— T hree C o m m u n ity College A pproaches” was presented by Inger C u rth (Jefferson C o m ­ m u n ity College), D e b o rah M oore (G lendale C o m m u n ity C o lle g e ), a n d K a ren T o p h a m (Brookdale C om m unity College). T hey have de­ ve lo p e d an in fo rm a tiv e W eb site a t h t t p : / / w w w .g l e n d a l e .e d u / l i b r a r y / l i b i n s / A C R L / • 11 September 2001—Visual collections. This link is on the University of Iowa Communication Studies Resources site. Access: http://www.uiowa.edu/ %7Ecommstud/resources/visualsites.html. • Photojournalism and the Terrorist Attacks. This is a special selection o f sites from th e J o u r n a lis t’s T o o lb o x . Access: h t t p : / / w w w .jo u r n a lis ts to o lb o x .c o m /n e w s w r itin g / photojournalism.html. N ote 1. Ken Sexton, Photojournalism in American Jour nalism: History, Principles, Practices, eds. W. David Sloan and Lisa M ulhkin Parcell (Jefferson, N orth Carolina: McFarland & Company, Inc., Publish­ ers, 2002), 335. ■ 48) A C R L pres.htm , w hich contains th eir presen­ tatio n , ha n d o u ts, a nd useful links. Each presenter gave highlights o f in stru c ­ tion at the different campuses, em phasizing that there is m ore th an one inform ation literacy (IL) m odel, while collaboration and assessment are essential. Each college has fu n d e d its efforts th ro u g h the op eratin g b u dget or grants. Jefferson C om m unity College librarians teach library classes and train faculty on how to incor­ porate a library-created IL tutorial into assign­ ments. Blackboard, a Web-based course manage­ m ent tool, is used to provide library pathfinders, resources, and assignments. C urth demonstrated a scoring evaluation tool, w ritten in Microsoft Ac­ cess. A faculty survey found that student research papers improved because o f library instruction. Glendale C om m unity College offers course- integrated IL sessions and a credit-bearing course. It also offers skill workshops, which are required or recommended by more than 50 classroom in­ structors. T hey have proven that students who attended had significantly better course outcomes than those who did not. Brookdale Com m unity College librarians are involved in student appointm ents, workshops, course in struction sessions, and a three-credit course. Students receive a certificate upon comple­ tion o f each workshop, which is used as proof of attendance for their professors. Inform ation on the colleges core competency integration and as­ sessm ent m odel was also sh a re d .— A n n M . TenglundÉ‚ St. Bonaventure University, ateng@ sbu.edu ■ ­ ge 4 http://www.pbs.org/ktca/americanphotography/ http://www.uiowa.edu/ http://www.journaliststoolbox.com/newswriting/ http://www.valpo.edu/home/fac- http://www.glendale.edu/library/libins/ACRL/