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Collaborative learning environments can utilize Web 2.0 tools for the purpose of teaching information literacy (IL) and information and communication technology (ICT) to college students. The California Maritime Academy (CMA) Library administered IL course is used in this paper to present a Web 2.0-based lesson unit. The authors designed a plan after conducting a demographic and stakeholder analysis of CMA and adhered to standards set forth by the ACRL as well as IL/ICT competency levels. The goals included the comprehension and utilization of wiki editing and website building in group-oriented projects, wherein a Think Model was used as a proctoring basis. A SWOT analysis was also conducted to ascertain future use of the unit and its viability to CMA. LIBR 250-01_Chang, Gerard, Gibney, Kunkle, McCrary, Stovall_ Collaborative Project_ Fall 2008 3 Information Fluency at California Maritime Academy: Improving Instruction with Wikis and Webpages Libraries are changing the ways in which knowledge is accessed. In the academic community, the field dealing with this topic has been labeled Information Literacy (IL). Essentially, IL involves an academic library’s ability not only to house information sought by students, but also to teach these same students how to analyze and critique the information for their own interests and understanding. In doing this, the academic library helps fulfill a university’s obligation “to assure students that they will graduate with the skills necessary to remain relevant and to know how to learn throughout their careers,” (Cody, 2006, p. 403). In keeping with this line of research, the authors wish to develop unit, rubric, and lesson plans based on Web 2.0 tools. The plans will incorporate current theories of learning involving 18-22 year olds and are intended for students attending the California Maritime Academy in Vallejo, CA. Due to the learning style of this age group, the authors believe that the most efficient instructional method for these students will utilize collaborative Web 2.0 technology in group oriented projects. The promotion of information and communication technology (ICT) skills and collaborative group work in library instruction will prepare students for future class work during their academic tenure, as well as their post-graduation career needs. Demographic Study of Stakeholders Description of University The California Maritime Academy (CMA) is located in Vallejo, CA. The school is one of only seven in the United States offering degrees in merchant marine training. The list of majors includes international business and logistics, facilities engineering technology, global studies and maritime affairs, marine engineering technology, marine transportation, and mechanical engineering (“About Cal Maritime”, n.d.). The school began on June 3, 1929, when a bill LIBR 250-01_Chang, Gerard, Gibney, Kunkle, McCrary, Stovall_ Collaborative Project_ Fall 2008 4 authorizing the establishment of the California Nautical School was signed by Governor C.C. Young (Peterson, 2004, p. 2). Beginning as a two year program, it commenced offering four-year BA degrees in the 1970s. In 1995 it joined the California State University (CSU) system, becoming the 22nd CSU campus (Peterson, 2004, p. 13). Description of Information Fluency Class CMA’s Library 100: Information Fluency in the Digital World (LIB100) class is a 2credit, general elective course, with three sections being taught in the current semester (Fall 2008). It is a requirement for all Engineering Technology and Global Studies and Maritime Affairs (GSMA) students in their freshman year. There are three main goals of the class, according to the course instructors; the third, and most important according to the authors, is to “[e]mpower students to efficiently carry-out future assignments, projects, and presentations through the use of information resources and common software programs” (LIB100: Information fluency in the digital world, n.d.). These goals are met through in-class instruction two days a week, along with assignments requiring the use of Microsoft Office programs, website building, and the creation of annotated bibliographies. Students are also taught search techniques for the Internet, the use of databases, and the evaluation of sources based on strict criteria. Description of Stakeholders CSU system. As part of the CSU system, CMA is required to give an iSkills assessment tests to the students in order to determine their information literacy progress from freshman to senior year. The iSkills test was designed by the Educational Testing Service (ETS) and measures “students’ ability to navigate, critically evaluate and make sense of the wealth of information available through digital technology,” (iSkills overview, n.d.). The CSU system has a vested interest in ensuring information literacy skills as part of their agenda as institutions of LIBR 250-01_Chang, Gerard, Gibney, Kunkle, McCrary, Stovall_ Collaborative Project_ Fall 2008 5 higher learning. The inclusion of LIB100 at broadens the aptitude of students in their freshman year and should raise their scores when they retake the iSkills assessment at the conclusion of their four-year program. The improvement in CMA’s scores contributes to greater results for the CSU system as a whole; higher numbers help CSU to advertise their campuses as places of higher learning. Cal Maritime Academy. The first bullet point in CMA’s Mission Statement is to “[p]rovide each student with a college education combining intellectual learning, applied technology, leadership development, and global awareness” (Mission statement, n.d.). The LIB100 class offers CMA a chance to capitalize on their Mission Statement by providing incoming freshman with an early introduction to the process of learning and research. The class serves to introduce students to the standards and results that will be expected of them in the next four years of their education and quality results. The class also helps CMA to raise their standing within the 22 campuses of the CSU system by offering early information literacy training and improved iSkills results. Library staff. The class is taught by two staff members, Ben Bolin and Mindy Drake. In order to demonstrate the critical importance of a class on information fluency to the mission of the university as well as to student learning outcomes, the instructors must ensure excellent teaching standards, high-quality work from their students, and significantly improved iSkills results. The Library staff therefore has a strong incentive to help the course achieve its goals, as their professional reputations depend on its success. Student body. The class of 2012 has 260 members out of a total of approximately 800 students (Cal Maritime, 2008, p. 8). Of the incoming freshmen, approximately 75 are being taught in the three sections of LIB100. The student investment in the LIB100 class is to increase LIBR 250-01_Chang, Gerard, Gibney, Kunkle, McCrary, Stovall_ Collaborative Project_ Fall 2008 6 their research skills and their ability to competently utilize Microsoft Office technology in future classes. The students come from a wide array of backgrounds, with varying levels of familiarity with the academic standards required at a four-year university. This class helps to introduce them to the tools and resources that will help them succeed in their academic work and chosen careers. IL/ICT Competency Levels For the LIB100 class, students need to have a basic understanding of information literacy. The class is for college freshmen and most students will have some basic computer and Internet knowledge from high school. It can be expected that the students, prior to entering the class, will have used web search engines such as Google and Yahoo, and possibly social networking sites such as Facebook and MySpace. Since the class is designed for college freshmen to develop their IL/ICT skills, students need to have enough understanding of basic computer and Internet use to independently access material online. The instructor of the class also expects the students to have a working knowledge of Microsoft Word and limited knowledge of Microsoft Excel. Prior to beginning LIB100, students’ IL/ICT Competency Levels can be ranked by the following levels. • Deficient: none or minimal experience with basic computers and programs such as Microsoft Office; or none or minimal experience with basic usage of the Internet, such as online searching, emailing and downloading. • Sufficient: moderate experience using computers and Microsoft Office programs; or basic understanding of the Internet and moderate experience using web search engines as well as emailing, downloading, social networking, etc. • Extraordinary: advanced knowledge using computers and Microsoft Office programs; or advanced understanding of the Internet and advanced experience using online search tools and knowledge of Web 2.0 and website building. IL/ICT Skills Rubric Unit Objectives LIBR 250-01_Chang, Gerard, Gibney, Kunkle, McCrary, Stovall_ Collaborative Project_ Fall 2008 7 This unit will meet the five points that define “Information Fluency” as stipulated by the Cal Maritime Library, as well as the following information fluency standards for Maritime