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College Information Literacy Efforts Benchmarks Product Image

College Information Literacy Efforts Benchmarks

  • Published: April 2008
  • Region: Canada, United States
  • 180 Pages
  • Primary Research Group

College Information Literacy Efforts Benchmarks presents the results of an information literacy higher education benchmarking study. More than 110 colleges from the United States and Canada participated in the study; data is broken out by size and type of college, for public and private colleges, for US and Canadian colleges, and even by number of in-class instructional sessions given. Uniquely, this report also breaks out data separately at institutions at which librarians have faculty status, an at which they do not.

The 175 page study presents an enormous wealth of often completely unique statistics, including data on: use of library personnel for instruction, instructional work load, change in number of presentations or classes, Assessment of skill level of students in the following areas: Boolean searching, evaluation of website information credibility, recognition of plagiarism, use of the online library catalog, use of search engines, use of periodicals databases, and use of eBook collections; frequency of issuing tests to assess student skills in Access, Excel, Word, Windows and other common programs, frequency of use of information literacy tests of various kinds for READ MORE >

List of Participants

Summary of Findings

Staffing and Budgeting

Assessment of Pre-Instruction State of Information Literacy Skills

Testing and Assessment

Student Orientation

Requirements

Power and Influence

Relations with the English Department

Interactive Tutorials

Information Technology Courses

Instructional Lab

Social Networking and Information Literacy

List of Tables

Sample Dimensions

Chapter One: Staffing and Budgeting

Chapter Two: Assessment of Pre-Instruction State of Information Literacy Skills

Chapter Three: Testing and Assessment

Chapter Four: Student Orientation

Chapter Five: Requirements

Chapter Six: Power and Influence

Chapter Seven: Relations with the English Department

Chapter Eight: Interactive Tutorials

Chapter Nine: Information Technology Courses

Chapter Ten: Instructional Lab

Chapter Eleven: Social Networking and Information Literacy

Chapter Twelve: Favored Resources

List of Tables

Table 1.1: Use of Library Personnel for Instructional Purposes

Table 1.2: Use of Library Personnel for Instructional Purposes, Broken Out by U.S. and Canadian Libraries

Table 1.3: Use of Library Personnel for Instructional Purposes, Broken Out by Public or Private Status

Table 1.4: Use of Library Personnel for Instructional Purposes, Broken Out by Carnegie Class

Table 1.5: Use of Library Personnel for Instructional Purposes, Broken Out by FTE Enrollment Size

Table 1.6: Use of Library Personnel for Instructional Purposes, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 1.7: Use of Library Personnel for Instructional Purposes, Broken Out by Faculty Status of Librarians

Table 1.8: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester

Table 1.9: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by U.S. and Canadian Libraries

Table 1.10: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by Public or Private Status

Table 1.11: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by Carnegie Class

Table 1.12: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by FTE Enrollment Size

Table 1.13: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 1.14: Mean, Median, Minimum and Maximum Percentage Change in the Number of Classes or Presentations Given in the Fall 2007 Semester Since the Fall 2006 Semester, Broken Out by Faculty Status of Librarians

Table 1.15: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available

Table 1.16: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by U.S. and Canadian Libraries

Table 1.17: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by Public or Private Status

Table 1.18: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by Carnegie Class

Table 1.19: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by FTE Enrollment Size

Table 1.20: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 1.21: Mean, Median, Minimum and Maximum Total Number of Instructors that Gave Formal Classroom Library Instruction or Class Presentations in Any Type of Class for the Last Year for which Statistics are Available, Broken Out by Faculty Status of Librarians

Table 2.1: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”)

Table 2.2: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by U.S. and Canadian Libraries

Table 2.3: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by Public or Private Status

Table 2.4: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by Carnegie Class

Table 2.5: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by FTE Enrollment Size

Table 2.6: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.7: Mean, Median, Minimum and Maximum Percentage of Students that have not Taken Any Formal Information Literacy Training and that Know a Few of the Essentials of Boolean Searching (e.g., quotation marks, use of “or” and “and”), Broken Out by Faculty Status of Librarians

Table 2.8: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites

Table 2.9: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by U.S. and Canadian Libraries

Table 2.10: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by Public or Private Status

Table 2.11: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by Carnegie Class

Table 2.12: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by FTE Enrollment Size

Table 2.13: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.14: Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites, Broken Out by Faculty Status of Librarians

Table 2.15: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It

Table 2.16: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by U.S. and Canadian Libraries

Table 2.17: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by Public or Private Status

Table 2.18: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by Carnegie Class

Table 2.19: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by FTE Enrollment Size

Table 2.20: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.21: Assessment of the Information Literacy Skills of the Student Body to Know the Basic Concept of Plagiarism and How to Avoid It, Broken Out by Faculty Status of Librarians

Table 2.22: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog

Table 2.23: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by U.S. and Canadian Libraries

Table 2.24: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by Public or Private Status

Table 2.25: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by Carnegie Class

Table 2.26: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by FTE Enrollment Size

Table 2.27: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.28: Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by Faculty Status of Librarians

Table 2.29: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines

Table 2.30: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by U.S. and Canadian Libraries

Table 2.31: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Public or Private Status

Table 2.32: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Carnegie Class

Table 2.33: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by FTE Enrollment Size

Table 2.34: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.35: Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Faculty Status of Librarians

Table 2.36: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases

Table 2.37: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by U.S. and Canadian Libraries

Table 2.38: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Public or Private Status

Table 2.39: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Carnegie Class

Table 2.40: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by FTE Enrollment Size

Table 2.41: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Number of In-Class Instruction or Presentations Given in 2007 Table 2.42: Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Faculty Status of Librarians

Table 2.43: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections

Table 2.44: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by U.S. and Canadian Libraries

Table 2.45: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Public or Private Status

Table 2.46: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Carnegie Class

Table 2.47: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by FTE Enrollment Size

Table 2.48: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 2.49: Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Faculty Status of Librarians

Table 3.1: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases

Table 3.2: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by U.S. and Canadian Libraries

Table 3.3: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by Public or Private Status

Table 3.4: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by Carnegie Class

Table 3.5: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by FTE Enrollment Size

Table 3.6: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.7: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases, Broken Out by Faculty Status of Librarians

Table 3.8: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software

Table 3.9: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by U.S. and Canadian Libraries

Table 3.10: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by Public or Private Status

Table 3.11: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by Carnegie Class

Table 3.12: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by FTE Enrollment Size

Table 3.13: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.14: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Word, Word Perfect, or Other Word Processing Software, Broken Out by Faculty Status of Librarians

Table 3.15: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software

Table 3.16: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by U.S. and Canadian Libraries

Table 3.17: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by Public or Private Status

Table 3.18: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by Carnegie Class

Table 3.19: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by FTE Enrollment Size

Table 3.20: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.21: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software, Broken Out by Faculty Status of Librarians

Table 3.22: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows

Table 3.23: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by U.S. and Canadian Libraries

Table 3.24: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by Public or Private Status

Table 3.25: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by Carnegie Class

Table 3.26: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by FTE Enrollment Size 75
Table 3.27: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.28: Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by Faculty Status of Librarians

Table 3.29: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases

Table 3.30: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by U.S. and Canadian Libraries

Table 3.31: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by Public or Private Status

Table 3.32: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by Carnegie Class 77
Table 3.33: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by FTE Enrollment Size

Table 3.34: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.35: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases, Broken Out by Faculty Status of Librarians

Table 3.36: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog

Table 3.37: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by U.S. and Canadian Libraries

Table 3.38: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by Public or Private Status

Table 3.39: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by Carnegie Class

Table 3.40: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by FTE Enrollment Size

Table 3.41: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.42: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog, Broken Out by Faculty Status of Librarians

Table 3.43: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology

Table 3.44: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by U.S. and Canadian Libraries

Table 3.45: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by Public or Private Status

Table 3.46: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by Carnegie Class

Table 3.47: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by FTE Enrollment Size

Table 3.48: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.49: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology, Broken Out by Faculty Status of Librarians

Table 3.50: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism

Table 3.51: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by U.S. and Canadian Libraries

Table 3.52: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by Public or Private Status

Table 3.53: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by Carnegie Class

Table 3.54: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by FTE Enrollment Size

Table 3.55: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.56: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism, Broken Out by Faculty Status of Librarians

Table 3.57: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections

Table 3.58: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by U.S. and Canadian Libraries

Table 3.59: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by Public or Private Status

Table 3.60: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by Carnegie Class

Table 3.61: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by FTE Enrollment Size

Table 3.62: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.63: Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections, Broken Out by Faculty Status of Librarians

Table 3.64: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers

Table 3.65: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by U.S. and Canadian Libraries

Table 3.66: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Public or Private Status

Table 3.67: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Carnegie Class

Table 3.68: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by FTE Enrollment Size

Table 3.69: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.70: Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Faculty Status of Librarians

Table 3.71: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation

Table 3.72: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by U.S. and Canadian Libraries

Table 3.73: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Public or Private Status

Table 3.74: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Carnegie Class

Table 3.75: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by FTE Enrollment Size

Table 3.76: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.77: Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Faculty Status of Librarians

Table 3.78: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors

Table 3.79: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by U.S. and Canadian Libraries

Table 3.80: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Public or Private Status

Table 3.81: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Carnegie Class

Table 3.82: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by FTE Enrollment Size

Table 3.83: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.84: Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Faculty Status of Librarians

Table 3.85: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors

Table 3.86: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by U.S. and Canadian Libraries

Table 3.87: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Public or Private Status

Table 3.88: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Carnegie Class

Table 3.89: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by FTE Enrollment Size

Table 3.90: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.91: Libraries that Use Videotaping or Otherwise Recording Instruction Sessions for Later Review as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Faculty Status of Librarians

Table 3.92: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors

Table 3.93: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by U.S. and Canadian Libraries

Table 3.94: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Public or Private Status

Table 3.95: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Carnegie Class

Table 3.96: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by FTE Enrollment Size

Table 3.97: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.98: Libraries that Use Senior Librarians to Sit in on and Evaluate Library Instruction Classes as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors, Broken Out by Faculty Status of Librarians

Table 3.99: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance

Table 3.100: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by U.S. and Canadian Libraries

Table 3.101: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by Public or Private Status

Table 3.102: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by Carnegie Class

Table 3.103: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by FTE Enrollment Size

Table 3.104: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.105: Libraries that have Administered in the Past Year a Library Education Services Evaluation Form to College Faculty to Assess Faculty Satisfaction with Library Assistance, Broken Out by Faculty Status of Librarians

Table 3.106: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years

Table 3.107: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by U.S. and Canadian Libraries

Table 3.108: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by Public or Private Status

Table 3.109: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by Carnegie Class

Table 3.110: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by FTE Enrollment Size

Table 3.111: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.112: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years, Broken Out by Faculty Status of Librarians

Table 3.113: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years

Table 3.114: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by U.S. and Canadian Libraries

Table 3.115: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by Public or Private Status

Table 3.116: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by Carnegie Class

Table 3.117: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by FTE Enrollment Size

Table 3.118: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 3.119: Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years, Broken Out by Faculty Status of Librarians

Table 4.1: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation

Table 4.2: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by U.S. and Canadian Libraries

Table 4.3: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by Public or Private Status

Table 4.4: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by Carnegie Class

Table 4.5: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by FTE Enrollment Size

Table 4.6: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 4.7: Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by Faculty Status of Librarians

Table 4.8: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by U.S. and Canadian Libraries

Table 4.9: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by Public or Private Status

Table 4.10: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by Carnegie Class

Table 4.11: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by FTE Enrollment Size

Table 4.12: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 4.13: Mean, Median, Minimum and Maximum Average Amount of Time, in Hours, that Students Spend in Library Sessions Among Libraries that Make Such Presentations or Classes During New Student Orientation, Broken Out by Faculty Status of Librarians

Table 4.14: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students

Table 4.15: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by U.S. and Canadian Libraries

Table 4.16: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by Public or Private Status

Table 4.17: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by Carnegie Class

Table 4.18: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by FTE Enrollment Size

Table 4.19: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by Number of In-Class Instruction or Presentations Given in 2007 1
Table 4.20: Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students, Broken Out by Faculty Status of Librarians

Table 5.1: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation

Table 5.2: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by U.S. and Canadian Libraries

Table 5.3: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Public or Private Status

Table 5.4: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Carnegie Class

Table 5.5: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by FTE Enrollment Size

Table 5.6: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.7: Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Faculty Status of Librarians

Table 5.8: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation

Table 5.9: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by U.S. and Canadian Libraries

Table 5.10: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Public or Private Status

Table 5.11: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Carnegie Class 102
Table 5.12: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by FTE Enrollment Size

Table 5.13: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.14: Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Faculty Status of Librarians

Table 5.15: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation

Table 5.16: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by U.S. and Canadian Libraries

Table 5.17: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by Public or Private Status

Table 5.18: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by Carnegie Class

Table 5.19: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by FTE Enrollment Size

Table 5.20: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.21: Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by Faculty Status of Librarians

Table 5.22: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation

Table 5.23: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by U.S. and Canadian Libraries

Table 5.24: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by Public or Private Status

Table 5.25: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by Carnegie Class

Table 5.26: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by FTE Enrollment Size

Table 5.27: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.28: Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation, Broken Out by Faculty Status of Librarians

Table 5.29: Colleges that do not have Any Formal Information Literacy Requirement for Graduation

Table 5.30: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by U.S. and Canadian Libraries

Table 5.31: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Public or Private Status

Table 5.32: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Carnegie Class

Table 5.33: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by FTE Enrollment Size

Table 5.34: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.35: Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Faculty Status of Librarians

Table 5.36: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years

Table 5.37: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by U.S. and Canadian Libraries

Table 5.38: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by Public or Private Status

Table 5.39: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by Carnegie Class

Table 5.40: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by FTE Enrollment Size

Table 5.41: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.42: College's Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by Faculty Status of Librarians

Table 5.43: Colleges that Offer Any Online or Distance Learning Information Literacy Courses

Table 5.44: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by U.S. and Canadian Libraries

Table 5.45: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Public or Private Status

Table 5.46: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Carnegie Class

Table 5.47: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by FTE Enrollment Size

Table 5.48: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.49: Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Faculty Status of Librarians

Table 5.50: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year

Table 5.51: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by U.S. and Canadian Libraries

Table 5.52: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by Public or Private Status

Table 5.53: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by Carnegie Class

Table 5.54: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by FTE Enrollment Size

Table 5.55: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 5.56: Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year, Broken Out by Faculty Status of Librarians

Table 6.1: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent

Table 6.2: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by U.S. and Canadian Libraries

Table 6.3: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Public or Private Status

Table 6.4: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Carnegie Class

Table 6.5: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by FTE Enrollment Size

Table 6.6: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 6.7: Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Faculty Status of Librarians

Table 6.8: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools

Table 6.9: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by U.S. and Canadian Libraries

Table 6.10: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by Public or Private Status

Table 6.11: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by Carnegie Class

Table 6.12: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by FTE Enrollment Size

Table 6.13: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 6.14: Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by Faculty Status of Librarians

Table 6.15: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy

Table 6.16: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by U.S. and Canadian Libraries

Table 6.17: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by Public or Private Status

Table 6.18: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by Carnegie Class

Table 6.19: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by FTE Enrollment Size

Table 6.20: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 6.21: Assessment of the Upper College Administrative Management's Attitude Toward Information Literacy, Broken Out by Faculty Status of Librarians

Table 7.1: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course

Table 7.2: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by U.S. and Canadian Libraries

Table 7.3: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by Public or Private Status

Table 7.4: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by Carnegie Class

Table 7.5: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by FTE Enrollment Size

Table 7.6: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 7.7: Libraries that Send Library Science Instructors to Teach Sessions to Students Taking the College's Main English Composition, Rhetoric or Similar Required Course, Broken Out by Faculty Status of Librarians

Table 7.8: Degree to which Library Instructors Make Appearances in Basic Composition Classes

Table 7.9: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by U.S. and Canadian Libraries

Table 7.10: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Public or Private Status

Table 7.11: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Carnegie Class

Table 7.12: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by FTE Enrollment Size

Table 7.13: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 7.14: Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Faculty Status of Librarians

Table 7.15: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes

Table 7.16: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by U.S. and Canadian Libraries

Table 7.17: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by Public or Private Status

Table 7.18: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by Carnegie Class

Table 7.19: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by FTE Enrollment Size

Table 7.20: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 7.21: Mean, Median, Minimum and Maximum Number of Appearances Library Instructors Make in Classes Per Full Semester 3 Credit Composition Classes Among Libraries whose Instructors Make Appearances in Basic Composition Classes, Broken Out by Faculty Status of Librarians

Table 7.22: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities 123
Table 7.23: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by U.S. and Canadian Libraries

Table 7.24: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by Public or Private Status

Table 7.25: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by Carnegie Class

Table 7.26: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by FTE Enrollment Size

Table 7.27: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 7.28: Attitude Towards How the English Department or Equivalent Department with Similar Responsibilities Carries Out its Information Literacy Responsibilities, Broken Out by Faculty Status of Librarians

Table 8.1: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students

Table 8.2: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by U.S. and Canadian Libraries

Table 8.3: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Public or Private Status

Table 8.4: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Carnegie Class

Table 8.5: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by FTE Enrollment Size

Table 8.6: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.7: Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Faculty Status of Librarians

Table 8.8: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students

Table 8.9: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by U.S. and Canadian Libraries

Table 8.10: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Public or Private Status

Table 8.11: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Carnegie Class

Table 8.12: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by FTE Enrollment Size

Table 8.13: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.14: Mean, Median, Minimum and Maximum Number of Tutorials Currently Offered by Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Faculty Status of Librarians

Table 8.15: Colleges that Offer Video Tutorials on Information Literacy Topics

Table 8.16: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by U.S. and Canadian Libraries

Table 8.17: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Public or Private Status

Table 8.18: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Carnegie Class

Table 8.19: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by FTE Enrollment Size

Table 8.20: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.21: Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Faculty Status of Librarians

Table 8.22: Libraries that Use Flash to Make its Tutorials

Table 8.23: Libraries that Use Flash to Make its Tutorials, Broken Out by U.S. and Canadian Libraries

Table 8.24: Libraries that Use Flash to Make its Tutorials, Broken Out by Public or Private Status

Table 8.25: Libraries that Use Flash to Make its Tutorials, Broken Out by Carnegie Class

Table 8.26: Libraries that Use Flash to Make its Tutorials, Broken Out by FTE Enrollment Size

Table 8.27: Libraries that Use Flash to Make its Tutorials, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.28: Libraries that Use Flash to Make its Tutorials, Broken Out by Faculty Status of Librarians

Table 8.29: Libraries that Use Captivate to Make its Tutorials

Table 8.30: Libraries that Use Captivate to Make its Tutorials, Broken Out by U.S. and Canadian Libraries

Table 8.31: Libraries that Use Captivate to Make its Tutorials, Broken Out by Public or Private Status

Table 8.32: Libraries that Use Captivate to Make its Tutorials, Broken Out by Carnegie Class

Table 8.33: Libraries that Use Captivate to Make its Tutorials, Broken Out by FTE Enrollment Size

Table 8.34: Libraries that Use Captivate to Make its Tutorials, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.35: Libraries that Use Captivate to Make its Tutorials, Broken Out by Faculty Status of Librarians

Table 8.36: Libraries that Use Viewlet Builder to Make its Tutorials

Table 8.37: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by U.S. and Canadian Libraries

Table 8.38: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Public or Private Status

Table 8.39: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Carnegie Class

Table 8.40: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by FTE Enrollment Size

Table 8.41: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.42: Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Faculty Status of Librarians

Table 8.43: Mean, Median, Minimum and Maximum Number of Unique Visits to the Tutorial Page of Libraries that Offer Interactive Online Tutorials During a Typical Month when College in Session

Table 8.44: Mean, Median, Minimum and Maximum Number of Unique Visits to the Tutorial Page of Libraries that Offer Interactive Online Tutorials During a Typical Month when College in Session, Broken Out by Public or Private Status

Table 8.45: Mean, Median, Minimum and Maximum Number of Unique Visits to the Tutorial Page of Libraries that Offer Interactive Online Tutorials During a Typical Month when College in Session, Broken Out by Carnegie Class

Table 8.46: Mean, Median, Minimum and Maximum Number of Unique Visits to the Tutorial Page of Libraries that Offer Interactive Online Tutorials During a Typical Month when College in Session, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 8.47: Mean, Median, Minimum and Maximum Number of Unique Visits to the Tutorial Page of Libraries that Offer Interactive Online Tutorials During a Typical Month when College in Session, Broken Out by Faculty Status of Librarians

Table 9.1: Assessment of the Library's Role in Computer Technology Training on Campus

Table 9.2: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by U.S. and Canadian Libraries

Table 9.3: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by Public or Private Status

Table 9.4: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by Carnegie Class

Table 9.5: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by FTE Enrollment Size

Table 9.6: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.7: Assessment of the Library's Role in Computer Technology Training on Campus, Broken Out by Faculty Status of Librarians

Table 9.8: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word

Table 9.9: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by U.S. and Canadian Libraries

Table 9.10: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Public or Private Status

Table 9.11: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Carnegie Class

Table 9.12: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by FTE Enrollment Size

Table 9.13: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Number of In-Class Instruction or Presentations Given in 2007 138
Table 9.14: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Faculty Status of Librarians

Table 9.15: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel

Table 9.16: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by U.S. and Canadian Libraries

Table 9.17: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Public or Private Status

Table 9.18: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Carnegie Class

Table 9.19: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by FTE Enrollment Size

Table 9.20: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.21: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Faculty Status of Librarians

Table 9.22: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint

Table 9.23: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by U.S. and Canadian Libraries

Table 9.24: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Public or Private Status

Table 9.25: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Carnegie Class

Table 9.26: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by FTE Enrollment Size

Table 9.27: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.28: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Faculty Status of Librarians

Table 9.29: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access

Table 9.30: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by U.S. and Canadian Libraries

Table 9.31: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Public or Private Status

Table 9.32: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Carnegie Class

Table 9.33: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by FTE Enrollment Size

Table 9.34: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.35: Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Faculty Status of Librarians

Table 9.36: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop

Table 9.37: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by U.S. and Canadian Libraries

Table 9.38: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Public or Private Status

Table 9.39: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Carnegie Class

Table 9.40: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by FTE Enrollment Size

Table 9.41: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.42: Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Faculty Status of Librarians

Table 9.43: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay

Table 9.44: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by U.S. and Canadian Libraries

Table 9.45: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Public or Private Status

Table 9.46: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Carnegie Class

Table 9.47: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by FTE Enrollment Size

Table 9.48: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.49: Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Faculty Status of Librarians

Table 9.50: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design

Table 9.51: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by U.S. and Canadian Libraries

Table 9.52: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Public or Private Status

Table 9.53: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Carnegie Class

Table 9.54: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by FTE Enrollment Size

Table 9.55: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.56: Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Faculty Status of Librarians

Table 9.57: Libraries that Offer Credit or Non-Credit Courses that Cover HTML

Table 9.58: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by U.S. and Canadian Libraries

Table 9.59: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Public or Private Status

Table 9.60: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Carnegie Class

Table 9.61: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by FTE Enrollment Size

Table 9.62: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.63: Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Faculty Status of Librarians

Table 9.64: Libraries that Offer Information Technology Courses to the General Public

Table 9.65: Libraries that Offer Information Technology Courses to the General Public, Broken Out by U.S. and Canadian Libraries

Table 9.66: Libraries that Offer Information Technology Courses to the General Public, Broken Out by Public or Private Status

Table 9.67: Libraries that Offer Information Technology Courses to the General Public, Broken Out by Carnegie Class

Table 9.68: Libraries that Offer Information Technology Courses to the General Public, Broken Out by FTE Enrollment Size

Table 9.69: Libraries that Offer Information Technology Courses to the General Public, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.70: Libraries that Offer Information Technology Courses to the General Public, Broken Out by Faculty Status of Librarians

Table 9.71: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics

Table 9.72: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by U.S. and Canadian Libraries

Table 9.73: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by Public or Private Status

Table 9.74: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by Carnegie Class

Table 9.75: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by FTE Enrollment Size

Table 9.76: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.77: Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by Faculty Status of Librarians

Table 9.78: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions

Table 9.79: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by U.S. and Canadian Libraries

Table 9.80: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by Public or Private Status

Table 9.81: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by Carnegie Class

Table 9.82: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by FTE Enrollment Size

Table 9.83: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 9.84: Mean, Median, Minimum and Maximum Total Attendance in the Past Year of Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics Among Libraries that Offer Such Sessions, Broken Out by Faculty Status of Librarians

Table 10.1: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place

Table 10.2: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by U.S. and Canadian Libraries

Table 10.3: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by Public or Private Status

Table 10.4: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by Carnegie Class

Table 10.5: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by FTE Enrollment Size

Table 10.6: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 10.7: Libraries with One or More Instructional Labs or Learning Centers Designed for Information Literacy Instruction in which Much of the Library's Formal Literacy Instruction Takes Place, Broken Out by Faculty Status of Librarians

Table 10.8: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center

Table 10.9: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by U.S. and Canadian Libraries

Table 10.10: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by Public or Private Status

Table 10.11: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by Carnegie Class

Table 10.12: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by FTE Enrollment Size

Table 10.13: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 10.14: Mean, Median, Minimum and Maximum Number of Seats or Individual Workstations Offered at the Instructional Labs or Learning Centers Designed for Information Literacy Instruction Among Libraries with Such a Center, Broken Out by Faculty Status of Librarians

Table 10.15: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors

Table 10.16: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by U.S. and Canadian Libraries

Table 10.17: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by Public or Private Status

Table 10.18: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by Carnegie Class

Table 10.19: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by FTE Enrollment Size

Table 10.20: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 10.21: Mean, Median, Minimum and Maximum Percentage of Time when College is in Full Session that the Center is in Use by Any Party, Including Non-Library Instructors, Broken Out by Faculty Status of Librarians

Table 10.22: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*

Table 10.23: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by U.S. and Canadian Libraries

Table 10.24: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Public or Private Status

Table 10.25: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Carnegie Class

Table 10.26: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by FTE Enrollment Size

Table 10.27: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 10.28: Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Faculty Status of Librarians

Table 10.29: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years

Table 10.30: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by U.S. and Canadian Libraries

Table 10.31: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by Public or Private Status

Table 10.32: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by Carnegie Class

Table 10.33: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by FTE Enrollment Size

Table 10.34: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 10.35: Predicted Investment in Equipment, Space, Software and Other Aids to Teach Information Literacy and Related Subjects in the Library Over the Next Three Years, Broken Out by Faculty Status of Librarians

Table 11.1: Libraries with a Presence on Facebook

Table 11.2: Libraries with a Presence on Facebook, Broken Out by U.S. and Canadian Libraries

Table 11.3: Libraries with a Presence on Facebook, Broken Out by Public or Private Status

Table 11.4: Libraries with a Presence on Facebook, Broken Out by Carnegie Class

Table 11.5: Libraries with a Presence on Facebook, Broken Out by FTE Enrollment Size

Table 11.6: Libraries with a Presence on Facebook, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 11.7: Libraries with a Presence on Facebook, Broken Out by Faculty Status of Librarians

Table 11.8: Libraries with a Presence on MySpace

Table 11.9: Libraries with a Presence on MySpace, Broken Out by U.S. and Canadian Libraries

Table 11.10: Libraries with a Presence on MySpace, Broken Out by Public or Private Status

Table 11.11: Libraries with a Presence on MySpace, Broken Out by Carnegie Class

Table 11.12: Libraries with a Presence on MySpace, Broken Out by FTE Enrollment Size

Table 11.13: Libraries with a Presence on MySpace, Broken Out by Number of In-Class Instruction or Presentations Given in 2007 165
Table 11.14: Libraries with a Presence on MySpace, Broken Out by Faculty Status of Librarians

Table 11.15: Libraries with a Presence on Second Life

Table 11.16: Libraries with a Presence on Second Life, Broken Out by U.S. and Canadian Libraries

Table 11.17: Libraries with a Presence on Second Life, Broken Out by Public or Private Status

Table 11.18: Libraries with a Presence on Second Life, Broken Out by Carnegie Class

Table 11.19: Libraries with a Presence on Second Life, Broken Out by FTE Enrollment Size

Table 11.20: Libraries with a Presence on Second Life, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 11.21: Libraries with a Presence on Second Life, Broken Out by Faculty Status of Librarians

Table 11.22: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs

Table 11.23: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by U.S. and Canadian Libraries

Table 11.24: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Public or Private Status

Table 11.25: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Carnegie Class

Table 11.26: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by FTE Enrollment Size

Table 11.27: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 11.28: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Faculty Status of Librarians

Table 11.29: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs

Table 11.30: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by U.S. and Canadian Libraries

Table 11.31: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Public or Private Status

Table 11.32: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Carnegie Class

Table 11.33: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by FTE Enrollment Size

Table 11.34: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Number of In-Class Instruction or Presentations Given in 2007

Table 11.35: Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Faculty Status of Librarians

Table 11.36: Libraries that Make

- Alberta College of Art and Design (Canada)
- Asbury Theological Seminary
- Assiniboine Community College (Canada)
- Augustana College
- Barnard College
- Berkeley City College
- Butler University
- California Maritime Academy
- Cegep Granby Haute Yamaska (Canada)
- Centenary College of Louisiana
- Chestnut Hill College
- Cleveland State University
- College of the Desert Library
- College of the North Atlantic (Canada)
- College of the North Atlantic, Gander Campus (Canada)
- Columbia Gorge Community College
- Connors State College
- Cornell University Library
- Dabney S. Lancaster Community College
- Delaware County Community College Library
- Eckerd College
- El Centro College Library
- Elmhurst College
- Elon University
- Emory & Henry College
- Florida State University
- Gabriel Dumont Institute, Saskatchewan Urban Native Teacher Education Program (SUNTEP) (Canada)
- Georgia Southern University
- Green River Community College
- Harrisburg Area Community College
- Hartford Seminary Library
- Hocking College
- Hutchinson Community College
- Indian River Community College
- Indiana University Kokomo
- International Academy of Design & Technology
- Isothermal Community College Library
- Ivy Tech Community College
- Judson University Library
- Kansas City Kansas Community College
- Kapiolani Community College Library
- King College
- Lesley University
- Limestone College
- Memorial University of Newfoundland (Canada)
- Mercer University, Jack Tarver Library
- Messiah College / Murray Library
- Miami Dade College
- Midwestern State University, Moffett Library
- Misericordia University
- Mississippi College Library
- Mississippi Valley State University
- Mount Allison University (Canada)
- Mount Saint Vincent University (Canada)
- Mt. Wachusett Community College
- Neumann College Library
- North Dakota State University Library
- Northcentral Technical College
- Oakton Community College
- Pacific Graduate School of Psychology
- Paradise Valley Community College
- Pfeiffer University
- Providence College
- Pulaski Technical College
- Queens University of Charlotte--Everett Library
- Queensborough Community College
- Radford University
- Saddleback College Library
- Samford University Library
- Schreiner University
- Shippensburg University of Pennsylvania
- Simpson College
- South Dakota School of Mines & Technology
- Southeastern Louisiana University
- Southern Maine Community College
- St. Ambrose University Library
- St. Bonaventure University
- SUNY College at Oswego, Penfield Library
- SUNY College of Technology Delhi
- Texas A&M University-Corpus Christi
- Texas Christian University
- Thomas College
- Thomas Jefferson University
- Towson University
- Tri-County Technical College
- Trinity Western University (Canada)
- Trocaire College, Savarino Library
- Tufts University, Tisch Library
- Union College
- University at Buffalo, The State University of New York, University Libraries
- University College of the Fraser Valley (Canada)
- University of Advancing Technology
- University of Idaho Library
- University of Maryland, Baltimore County
- University of Notre Dame
- University of Portland
- University of Rhode Island
- University of Southern Indiana
- University of Tennessee Chattanooga
- University of Texas at San Antonio
- Utah State University, Merrill-Cazier Library
- Utah State University
- Wartburg College
- Waubonsee Community College
- Wayne Community College
- Wesley College
- West Kentucky Community and Technical College
- Western Kentucky University
- Westminster College, McGill Library
- Winthrop University/Dacus Library
- York College of Pennsylvania

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