Birmingham-Southern College
Proposal #1
Phase I - Development of an Information Services Support Model
Billy Pennington, Peter Donahue
Abstract:
The Information Fluency Task Force on Birmingham-Southern College campus has agreed that the principles of information fluency can be furthered for all college constituents on our campus by bringing the various support facilities on campus together philosophically and perhaps at some point physically. In addition, there is agreement on the need for other such services not presently available. This grant proposal would provide an opportunity to develop a plan for accomplishing this.
There are presently a Writing Center and a Speech Center available for members of the College community, but they neither work in concert nor are located in proximity. This proposal would explore ways these centers and other desired developmental efforts could be integrated so they could work together and build on one another. The Task Force has identified six developmental activities that could support the curriculum and the principles of information fluency: writing, speaking, critical thinking, data analysis, technology, and research.
The grant would enable the Task Force to explore ways of accomplishing this goal, to develop a plan, and to seek additional funding from other sources for carrying out the plan.

Final Report
Project Home Page: http://home.wlu.edu/~blackmer/sabb/report.html

Proposal #2
New Faculty Mentoring and Information Fluency
Susan Hagen, Charlotte Ford, Ben Whorton, Shane Pitts
Abstract:
This proposal plans to bring together new faculty and their faculty mentors with representatives of Academic Computing, the Library, and disciplinary students, to integrate them into the idea of information fluency from the outset of their development of courses for their teaching at Birmingham-Southern College. Through a series of workshops we hope to provide them with training in information literacy via the Library, computer literacy via Academic Computing, and critical thinking skills via work with colleagues in their disciplines and students within those disciplines.

Fall progress Report
Spring progress Report
Final Report

• A collaborative introduction that contextualizes the event in the region;
• Links to individual student analyses of specific causes or effects at their institutions;
• Links to selected archival materials relevant to the team project;
• Links to each institution's archives.

Progress Report
Interim Report
Final Report
Collaborative Website Project

Furman University
Development of a Journal Review Course Module in Biology
Dennis Haney, Steve Richardson, Wade K. Shepherd
Abstract:
In this course module students will first learn how to use information technology to find biological papers on a specific topic of interest. The students will then be taught how to read and summarize the paper they have found, prior to participating in a discussion of the paper. To stimulate discussion of the paper, students will learn how to access and use the Blackboard course management system, where they will post their summaries of the paper, and read summaries written by the other students in the class and by the course instructor. The effective development of this exercise requires the expertise of an information technologist and a librarian, in addition to the faculty serving as the primary instructor for the course. We will develop an entrance survey assessing information fluency background and skills, and an exit survey assessing the success of the course module in advancing those skills. Tutorials and navigation guides created in conjunction with the course will be utilized in a workshop sponsored by the Furman Faculty Development Committee where we will train/educate interested faculty, librarians, and information technologists on how to incorporate this form of information fluency into the classroom. The model we develop will be applicable to other courses, both in Biology and in other disciplines, throughout Furman University and at all other ACS member institutions. Our format, materials and other course documents will be readily available and exportable to all interested parties.

Fall Progress Report
Final Report

Millsaps College
Information Fluency: Where are We and Where Should We Go?
Richard Smith, Bob Shive, Tom Henderson, Larry Madison, Elliott Bray
Abstract:
Millsaps College has had faculty and staff involved in the ACS information fluency initiative from the very beginning. But, the College has not attempted to get broad-based faculty involvement. This has been influenced for the past two years by the direction of institutional energy: the many activities surrounding installing a new president and doing the preparation work for a reaffirmation of accreditation visit by the Southern Association of Colleges and Schools. The SACS visit is now completed and the president is preparing to launch a new strategic plan after much preparation work. Thus, the recent third call for proposals from ACS members for collaborative projects in information fluency comes at an ideal time for Millsaps to give attention to this important concept.

We believe that our most effective approach for initiating a broad-based dialogue about information fluency on our campus is to hold a faculty conference early in the fall semester. Our plan is to identify an outside person with faculty recognition who understands information fluency and can articulate this to our faculty in a way that will help them to understand the reason for the importance and desirability of infusing this into our curriculum/culture. The goal of the conference is for participants to understand "what is information fluency", "should this be important at Millsaps", "how might we approach information fluency", and "how do we help students achieve information fluency".

Final Report
Is Technology "Just a Tool"? Article by Tom Lairson
Symposium Schedule
Evaluation form
Summary of Evaluations
Flip Chart Notes
Photos

Morehouse College
Web Activities for Intermediate Spanish: A Collaborative Project
Maria Vickery, Helen Threatt, Merchell Belinfanti
Abstract:
This project will culminate in a web site that will further the scope of knowledge of the intermediate level student of Spanish. It will bring authentic and pertinent information from the Spanish-speaking world into the learning environment. Students will search selected web sites in Spanish for information covering various disciplines and will then complete online activities that will serve as facilitators to help students analyze and synthesize the online information. The web site will consist of a total of twenty activities created by the Spanish professors and developed into web format by the director of the project. Each activity will focus on a country that is presently studied in the intermediate Spanish classes and will have a link to the web site chosen by that professor for the activity.

Fall Progress Report
Winter Progress Report
Spring Progress Report
Final Report
Project Home Page: http://www.morehouse.edu/dept/mflres//spanish/web_activities.html

Proposal #2
Business Literacy and Informational Tutorials (BLITS)
Carolyn Carpan, Bella Galperin, Dorothy Mays
Abstract:
Rollins College proposes the creation of Web-based tutorials to provide computer- assisted instruction for business research. Online tutorials will instruct students on basic information fluency skills and theoretical aspects of business planning, marketing, and research. The self-paced tutorials will assist students in locating and making effective use of business information sources. The tutorials will be designed to support courses currently being offered in the International Business degree program, the undergraduate minor program in Business Administration, and the Crummer Graduate School of Business.

Progress Report
Final Report
Project Homepage: http://www.rollins.edu/olin/businessresearch/index.shtml

University of Richmond
Training Student Research Fellows to Serve as Peer Tutors
Marcia Whitehead, Lucretia McCulley, Lee Stevens
Abstract:
This project is intended to make student Research Fellows available to faculty as peer tutors by training them via a 3 credit course and paying them to work with teaching faculty and librarians to assist other students with research assignments in particular courses. The training course would be taught primarily by librarians and would include guest lectures by faculty and Academic Technologies staff. Courses in our general education curriculum would be targeted for placement of the Research Fellows. This program would be analogous to our current Writing Fellows, who take a course covering advanced composition and tutoring skills, and are then assigned to faculty who have requested a Fellow.

Fall Progress Report
Final Report

University of the South
Technology Tutors and the development of a Technology Resource Center in Collaboration with the Writing Center
William Clarkson, Heidi Syler, Vicki Sells
Abstract:
Since January of 2001, the Academic Technology Center has provided computing services to students in a newly renovated facility located in the ground floor of duPont Library. At the beginning of the fall semester of 2001, Writing Center tutors (previously working from another location) began utilizing space in the Academic Technology Center. Writing Center tutors provide individual help to students with writing assignments. Many of the assignments are associated with courses officially designated as writing intensive.

An area of the Academic Technology Center adjacent to the Writing Center is a natural space to provide students with a Technology Resource Center. Technology tutors could provide students with assistance in constructing web pages, preparing digital presentations, and help with the incorporation of digital multimedia (sound, images, and video) into course assignments. In a collaborative venture, the Reference department of duPont library, the Writing Center, and the Academic Technology Center, will assist students with all aspects of information fluency, including writing, research, and technical skills involved with building multimedia presentations and WebPages.

In addition, the Writing Center, the Reference department, and the Academic Technology Center will jointly offer a workshop to faculty members interested in exploring how writing intensive courses can be offered which explore alternative avenues of electronic expression in addition to the traditional "paper".

Progress Report
Final Report

Washington and Lee University
Faculty Academy at Washington and Lee University
Jeff Overholtzer
Abstract:
Faculty Academy will consist of a two-week program of workshops, including a keynote speaker and focused sessions featuring information technologists, faculty members and librarians as co-presenters. The workshops will help faculty members hone their information fluency so that they are better equipped to incorporate information fluency elements in their classes. A follow-up component will deploy students to help faculty members continue curricular projects started during the Academy. In addition to directly assisting faculty members, these students will act as peer mentors for students in courses taught by those faculty members.

Progress Report
Interim Report
Information Fluency Website at Washington and Lee University: http://info.wlu.edu
Final Report

Projects funded for round 1
Projects funded for round 2
Projects funded for round 3
Projects funded for round 4
Projects funded for MEPG