CSUS Information Competence For Future Teachers


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Information Competence Proposal

In December, 1998 the CSUS Library was awarded a grant of $4,940.00 from the CSU Information Competence Work Group to provide information competence (IC) skills to future K-12 teachers and to stimulate the teaching of these skills at the K-12 level. This project will be in development during Spring and Fall 1999 and will be implemented during the Spring 2000 term.

For detailed information about Information Competence at CSUS, click on the link to the CSUS Information Competence Home Page (left).
A copy of the grant proposal follows:


Project Directors

Roz Van Auker, Education Librarian
California State University, Sacramento
2000 State University Drive, Sacramento, CA 95819-6039
(916) 278-6776, Fax: (916) 278-7089 email:

Linda J. Goff, Library Instruction Librarian
California State University, Sacramento
2000 State University Drive, Sacramento, CA 95819-6039
(916) 278-5981, Fax: (916) 278-7089 email:

Total Funds Requested $4,940.00

Name of Campus or Campuses Participating

California State University, Sacramento

Abstract of the Project

The purpose of this project is to provide information competence (IC) skills to future K-12 teachers and to stimulate the teaching of these skills at the K-12 level. This will in turn raise the IC skill levels of incoming college freshmen. A second purpose is to determine whether delivery of IC instruction via web tutorial is as effective or more effective than in-person instruction by a librarian.

This project will use an existing assessment instrument developed on another CSU campus (i.e., Pomona) to establish a baseline information competence level for students in a pre-credential education research course. We will modify existing IC tutorials (i. e., SLO) to include education content materials and deliver this to the students in half of the sections of the course. We will develop additional tutorials for the ERIC database and other educational research tools. We will then compare student outcomes in different sections of the course, contrasting web-based IC instruction with traditional delivery methods.

Project Description including Goals and Objectives


California faces a severe teacher shortage in coming years. Projections indicate that the state will need as many as 300,000 new teachers in less than a decade. The CSU has identified preparation of teachers as a priority.

In July the Statewide Academic Senate issued a policy statement reaffirming "CSU's Commitment to Prepare High Quality Teachers." CSU, Sacramento, with one of the largest teacher education programs in the state, will play a prominent role in facing this challenge. In fall 1997, CSUS had 1,397 students enrolled in teacher education programs, up from 1,173 the previous fall. During 1997/98 1,026 students earned teaching credentials at CSUS, while in the 23-campus systems 12,000 students did so. With extreme pressure both to produce more teachers and to get well-prepared students in front of the classroom, the CSUS College of Education began year-round operations this summer. The CSUS Library's role in this endeavor is being enhanced from both the perspectives of distance education support and recognition of the importance of information competence.

On the Sacramento campus the Faculty Senate adopted a policy on Computer and Information Competence that identifies those skills that students are expected to arrive with, those they will be taught in GE and those they will learn in their majors. Details of this policy appear on the CSUS Information Competence web page:


Given CSUS's major role in the preparation of California teachers, we have a unique set of responsibilities to make certain that those teachers we produce have IC skills. These include how to formulate a research question; determine their information requirements; develop search strategy; and locate, retrieve and organize information so they can communicate it effectively. We will prepare future teachers with Information Competence instruction and place value on it. If we stress the competencies which we want teachers to model to their own students, the result will be better prepared students coming to us from California schools. Over time, we will see raised skill levels and awareness of the importance of IC in all students and teacher practitioners.

This project will target the students in Child Development 133, Research in Human Development, which is the required research class for students in the Academic Pre Credential Preparation program at CSUS. This class emphasizes "increasing student's ability to locate understand, critique and report on research findings." There are usually at least 6 sections of the class offered each term. Several of the professors who teach it already take advantage of the Education Librarian's offer to instruct their classes. The Chair of the Department of Teacher Education, in which this class is housed, supports whatever efforts we are willing to make to improve the research skills of these students.

We will administer the Pomona pretest of IC skills to all sections of CHDV 133 to establish base-line IC knowledge level of the students. We will develop web-based curriculum specific to the course content in Human Development research using the SLO model. Additional modules on specific education resources will be added. We will then use these web-based modules with selected sections, providing traditional library instruction to those in the other sections as a control group. A post-test (an exit test) will be given to all sections, thus providing a basis for comparison in the delivery methods.


  • To ensure that students in the credential program develop a high level of information competence skills before they begin their student teaching.
  • To create flexible means to deliver IC instruction.


  • Students will be able to identify appropriate resources for their research needs in education.
  • Students will be able to search for relevant education research materials in both CD-ROM and online versions of ERIC as well as other educational resources.
  • Students will have access to IC instruction via alternative delivery methods that can be used with both on-site and remote users.


  • Information on the effectiveness of both IC tutorials and IC assessment instruments on a campus other than where developed.
  • Comparative analysis of effectiveness of delivery methods (web-based instruction versus in-person.)
  • Web-based IC tutorials for teacher education, with emphasis on critical evaluation of sources and modules for the use of ERIC and other education research tools.

Project Time Line

Fall 1998/Spring 1999
Meetings with College of Education decision-makers.
Cooperative arrangements made with SLO and Pomona.

Spring 1999/Fall 1999
Develop education content for tutorials.
Adapted programs to CSUS environment (probably WebCT)

Spring 2000
Administer pretest to all sections of CHDV.
Use web-based education IC tutorial with selected sections of CHDV 133.
Use post-test with all sections of CHDV 133.

Other Project Associates

Cooperative arrangements have been made with SLO and initial contact has been made with Pomona that will allow us to use their IC assessment instrument and IC tutorials.

Preliminary arrangements have been made with College of Education to modify/ adapt their library instruction components within the targeted course.

Dr. Edward Arnsdorf, Chair, CSUS Teacher Education Department
6000 J Street, Sacramento, CA 95819-6979
(916) 278-6680 email:

Project Category

This project addresses both assessment and discipline-based categories. We will provide assessment of student outcomes, contrasting those who use the web tutorials to those who receive instruction from an education librarian. Our project is discipline-based, focusing on education students in a pre-credential core class.

Project Budget $4,940.00

To accomplish this project we need:

Library Systems Office staff time and technical expertise needed to help mount IC modules. Although Graphic Artist assistance is provided by UMS as part of their instructional development services, related student assistant hours are charged back to project. The project will also fund release time for the two project directors by hiring part-time reference librarians to cover reference desk hours.

30 hours for Systems office support @ $20 = $600
80 hours each for 2 librarians @$20 = $3,200
100 student assistant hours @ $9.50 = $950
Zip drive =$150
miscellaneous supplies= $40

Proposal prepared by Linda J. Goff and Fred Batt, November 23, 1998

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LJG: Updated 1/7/99