june04b.indd


C o l l e g e  &  R e s e a r c h  L i b r a r i e s  

Reinforcing
information
and


technology
literature



The
Plattsburg
tip
sheet


by Holly Heller-Ross 

This article describes a Plattsburgh State University Library and Information Ser­
vices (LIS) faculty workshop on information 
and technology literacy. The workshop was 
developed in response to a call for the redraft­
ing and submission for academic curriculum 
review of all courses intended for General 
Education approval and credit to meet new 
college General Education requirements. 

The focus of this article is on the infor­
mation and technology literacy specifi cs of 
the new requirements, the particular style 
of tip sheet developed for the workshop, 
and its potential for use by other librarians. 
The essence of the Plattsburgh Tip Sheet is 
a practical approach to rethinking lectures, 
class activities, and assignments to reinforce 
information and technology literacies. 

University
requirements

Plattsburgh State University of New York 
(PSU) is one of the 64 campuses in the 
State University of New York (SUNY) and 
is a medium­sized comprehensive college 
enrolling 5,400 undergraduate students and 
about 650 graduate students. Since 1997 a 
series of reports, requirements, and student 
learning outcomes that mention and defi ne 
information and technology literacy have been 
written and circulated within the university, 

in addition to the national standards and 
guidelines librarians are familiar with. 

PSU
requirements

A 1997 Strategic Planning Task Force at 
PSU proposed “Information Literacy and 
Computing Across the Curriculum” to 
“ensure that our students are fully prepared 
for and can take advantage of opportunities 
in an increasingly technological world.”1 PSU 
established student learning outcomes in 
June 2001, including the ability to “access, 
evaluate, and use information and technology 
effectively and effi ciently.”2 As a follow­up to 
these proposals, the college Information and 
Computer Literacy Task Force recommended 
specific literacy definitions for campus 
use. The task force also recommended 
that: “Information and technology literacy 
concepts and skills be introduced, reinforced, 
and expanded on three curricular levels.”3 

General
Education
requirements

The new General Education program (October 
2002) did in fact follow these recommendations 
and listed the following among other abilities 
or skills expected of a Plattsburgh graduate: 
the ability to use technology effectively and the 
ability to filter, analyze, and critique information 
and experience. The program also added a 

About
the
author


Holly Heller-Ross is LIS Instruction Services Unit Coordinator at the Plattsburgh State University of New York, e-mail: holly. 
hellerross@plattsburgh.edu 

© 2004 Holly Heller-Ross 

C&RL News June 2004 / 321 

mailto:hellerross@plattsburgh.edu


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in
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s 

322 / C&RL News June 2004 



If

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W

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id
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s 

6
) 

G
iv

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 a

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re

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n

ta
ti

o
n

 
• 

Lo
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s

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p

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p
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requirement for technology literacy to the 
previous program’s library skills (or information 
literacy in current terminology) requirement.4 

The new Information and Technology 
Literacy requirement was placed in the Skills 
Category and assigned one credit in the 
39­credit General Education Program. The 
library faculty are currently planning for the 
implementation of the new General Educa­
tion requirements in fall 2004, and will offer 
courses that include coverage of introductory 
skills and concepts in technology literacy as 
well as information literacy. 

These significant changes to the educational 
program raised several questions that inspired 
the workshop and tip sheet. How would the 
college faculty revise their courses to meet these 
new requirements? What information did they 
need in order to be successful? How could LIS 
and the library faculty assist in this process? 

Faculty
development
workshops

PSU’s faculty development workshop program 
includes basic and advanced technology skill 
components for electronic communication, 
word processing, academic uses of spreadsheets 
and databases, Web page development, and 
management. These workshops are taught 
by staff members in the LIS Instructional 
Technology Unit. In addition, library research 
strategies, graduate student research, general 
information literacy, and plagiarism prevention 
and detection workshops are prepared and 
taught by library faculty members. 

In 2002–2003, the Instructional Technology 
Unit offered 64 separate workshops reaching 
515 participants in total. Participants included 
faculty, professional, and clerical staff. Each 
June, a series of weeklong workshops have 
been offered with specific attention to the 
technology needs of teaching faculty. In June 
2003, another series was developed specifi ­
cally for faculty in the education departments. 
This series was motivated in part by education 
faculty preparation for an upcoming national 
accreditation review. 

When an October deadline was announced 
for review of new or revised General Educa­
tion courses, several department chairs and 
individual faculty began planning for summer 
course revision work. Instead of offering a 
general introduction to information literacy, 
LIS decided to develop a focused workshop to 
help faculty with their course revisions. 

The
workshop
idea

The concept underpinning the practical 
workshop was derived from previous faculty 
brochures for distance­learning services. In 
1994 when PSU began its distance­learning 
program, the library invested materials, staff, 
and faculty resources in distance­learning 
support. Brochures describing the available 
services were developed and distributed, but 
didn’t have much effect until a very practical 
style was tried. 

For example, instead of just listing interli­
brary loan as a service that was available to 
distance students, the brochure was changed 
to read, “if your on­campus students use library 
books and journals, your off­campus students 
can request the same materials through our 
electronic interlibrary loan system.” The very 
explicit connection between what students 
and faculty were already doing and what 
they could also do in a distance­learning 
environment seemed to make the services 
more relevant. Since we were now hoping 
to assist faculty in revising their courses to 
include information and technology literacy 
in a short amount of time, the same idea of 
providing clear and practical suggestions for 
small adjustments made sense. 

The course­revision workshop was devel­
oped in the late spring and offered in June 
2003. Topics included the General Education 
Program specifics; tips on designing assign­
ments; information about using existing library 
and computing resources; tutorials and teach­
ing tools; strategies for reducing plagiarism; 
and citation styles and guides. 

Faculty were asked to bring course de­
scriptions and syllabi with them to work 
on during the two­hour session, and most 
participants did. While all the topics were ad­
dressed to some extent, the tips on designing 
assignments were quickly identified by the 
participating faculty as the most valuable. 

The
Plattsburgh
Tip
Sheet

Designing assignments for effective research 
is a well­developed area of librarianship. 
The Plattsburgh Tip Sheet was designed to 
focus exclusively on concrete strategies for 
reinforcing the use of technology and research 
sources. Several excellent guides from other 
libraries were included in the workshop, in 
addition to the Plattsburgh Tip Sheet. These 
were helpful in more conceptual ways, 

324 / C&RL News June 2004 



covering ideas such as the use of working 
bibliographies and preparing students with 
library tours and research sessions. 

As with the distance­learning brochure, the 
goal of the tip sheet was to explicitly link what 
faculty were currently doing in their classes 
with what they could now do to incorporate 
technology and research. The tips covered 
common classroom activities and assignments, 
such as lectures, readings, quizzes and exams, 
presentations, and papers. Each activity or as­
signment was listed with integration options 
for faculty to consider, information about the 
information and technology literacy concept or 
skill the option reinforced, and resources for 
faculty to use as they planned the changes or 
taught the content. 

For example, if a faculty member fre­
quently gives lectures, they might consider 
requiring students to submit word­processed 
lecture notes several times a semester in order 
to reinforce the use of academic software and 
information organization skills. LIS resources 
and services available to faculty would in­
clude word­processing software, software 
workshops, and use guides. Several options 
were included for each classroom activity. As 
another example for faculty using classroom 
lectures, the tip sheet listed a possible assign­
ment to create an electronic concept map of 
the main lecture ideas to reinforce the use 
of graphical digital representations and skill 
in summarizing main ideas. LIS resources 
include the concept mapping software and 
guides for its use. 

These were all very simple practical op­
tions that allowed instructors to make small 
revisions in their courses with signifi cant 
support available from LIS faculty and staff. 
The importance of this practical approach 
cannot be overstated. Participants expressed 
enthusiasm at seeing so many options for 
integrating and reinforcing information and 
technology literacy. They also expressed great 
relief as they realized how simple some of 
the changes might be. The greatest benefi t 
of program­wide reinforcement for faculty 
is that no single course has to cover all the 
information and technology literacy learning 
outcomes. 

An important benefit for students is in the 
consistent reinforcement that allows them to 
retain and deepen their conceptual understand­
ings and their mastery of the applied skills. 

Future
uses

PSU will continue to offer the workshop, 
anticipating other course revisions as General 
Education proposal reviews continue. The 
workshop Web page is kept up­to­date 
with new information and teaching tools 
as we identify them. We’ll also be testing 
the tip sheet as a library liaison discussion 
handout at department meetings. It is our 
hope that departmental faculty will share 
their ideas and strategies so that the tip 
sheet evolves into an even more practical 
and field­tested resource. As initial 
indicators of the direct positive effect of 
the workshops, one workshop participant 
has revised several assignments and 
another has assigned electronic journaling 
in his spring classes. 

Potential uses of the workshop and the 
Plattsburgh Tip Sheet by other librarians include 
use of the workshop as it is, use of the tip sheet 
as a stand­alone reference, incorporation of the 
tip sheet into other workshops, or use of the tip 
sheet as a faculty discussion handout. Institu­
tions with well­integrated information literacy 
programs may want to use only the technology 
literacy integration suggestions, while the oppo­
site may be the case at other institutions. 

We’d like other librarians to review, im­
prove, revise, customize, and use the Platts­
burgh Tip Sheet. Just let us know, and share 
your improvements!5 

References/notes

1. Plattsburgh State University. 1997. Report 

of the Strategic Planning Task Force. Section VII. 
Strategic Initiative 6. Proposal One. 

2. Plattsburgh State University. 2001. Un­
dergraduate Learning Outcomes. www2. 
plattsburgh.edu/acadmicaffairs/assessment/ 
docs/stuoutcomes.doc. 

3. Plattsburgh State University. 2001. Fi­
nal Report of the Computer and Information 
Literacy Task Force. faculty.plattsburgh.edu 
/holly.hellerross/Infolittaskforce.htm. 

4. Plattsburgh State University. 2002. Platts­
burgh State University of New York General Edu­
cation Program  Information and Technology 
Literacy. faculty.plattsburgh.edu/ray.guydosh/ 
pfs/GenEdProgramProposal101702b.doc. 

5. Workshop URL: faculty.plattsburgh.edu/ 
holly.hellerross/InfoTechLiteracy.htm.Platts­
burgh Tip Sheet URL: faculty.plattsburgh.edu/ 
holly.hellerross/InfoTechLitHandout.doc. 

C&RL News June 2004 / 325 

http:faculty.plattsburgh.edu
http:faculty.plattsburgh.edu
http:faculty.plattsburgh.edu