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The Commission on Learning Resources and Instructional Technology
(CLRIT) was charged with developing and recommending policy guidelines
to the Chancellor which facilitate the effective uses of learning
resources and instructional technology throughout the CSU. In January of
1993, under the umbrella of CLRIT, the Council of Library Directors
(COLD), in desiring to create a plan which would take the CSU libraries
well into the twenty-first century, began a strategic planning process.
This resulted in Transforming CSU Libraries for the 21st Century: A
Strategic Plan of the CSU Council of Library Directors.
One of the areas identified for needed action was information
competency, which is considered by librarians to be a critical skill for
all students. The plan states that the CSU needs to "establish basic
competence levels in the use of recorded knowledge and information and
processes for assessment of student competence." CLRIT approved the
strategic plan of the CSU libraries and identified the area of
information competency as a high priority. Accordingly, CLRIT requested
the Office of Academic Affairs to form a work group which would address
the issue of information competence. (Curzon, 1995.
http://library.csun.edu/susan.curzon/infocmp.html).
The work group has guided the implementation of various projects
through an active program of competitive grant proposals. These have
resulted in the development of web-based instructional tutorials, summer
faculty development workshops to reshape curricular offerings, outreach
effort to high schools and community colleges through teacher-librarian
collaboration, support for a campus online information competence
graduation requirement, and the creation of various information
competence courses and programs at the undergraduate and graduate
levels. Faculty/librarian partnering has been a key objective underlying
the work group's activities.
Current activities include assessment of student information competence,
integration of information competence principles into the learning
outcomes of academic departments, and increased promotional efforts and
publications.
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