Subject-Driven Information Literacy: The Emerging Digital Model in Business- Related Competencies...

Subject-Driven Information Literacy: The Emerging Digital Model in Business-

Related Competencies

Merlot International 2004

Costa Mesa, CA

Presenter

Frank Vuotto, M.L.I.S., M.A.

Business Librarian, FacultyCalifornia Polytechnic State University

San Luis Obispo, CA

[email protected]

mailto:[email protected]

Summary

This presentation details the application of business models and concepts to the design, creation, implementation, and management of one of the most comprehensive, subject-driven (business) information literacy Websites in the United States.

Frank Vuotto, Cal Poly, San Luis Obispo, CA

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Scalable Models

Not theoretical academic musings Real-world PROVEN solutions Scalable models Dynamic strategic approaches


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Background

2003 CSU Information Competence Grant $5,000– Business/Agribusiness Website

2004 CSU Information Competence Grant $7,000 + $5,000 matching funds– Orfalea College of Business Marketing Area


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Student Fees

2002-2003 Student Fee Allocation $35,000– College of Agriculture, Agribusiness Dept

2003-2004 Student Fee Allocation $35,000– College of Agriculture, Agribusiness Dept.


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The New Paradigm

Utilization of textbook business models for management decisions within academe :

– SWOT

– PEST

– TQM

– BSC

– CRM


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Macro Paradigm Philosophy To Micro Paradigm Reality

Applying the business model to subject-specific information competence:

Marketing model

– Meets a specific need

– Priced within budgetary demands (Costs)

– Distributed effectively to clients

– Promoted through a variety of marketing campaigns


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The Four Ps of Marketing:Information Literacy and Instruction

Product: A good, service or idea that offers a bundle of tangible and intangible attributes to satisfy consumers. Having the right product for a specific target market quires knowing what they need and want.

Place (Distribution): A key element of the marketing mix involving all aspects of getting products to the consumer in the right location at the right time.


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The Four Ps of Marketing:Information Literacy and Instruction

Price: The amount of money or other consideration – that is, something of value given in exchange for a product.

Promotion: Promotion is the means by which marketers “talk to” existing customers and potential buyers. Promotion is a marketer’s means of communication.


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The Marketing Mix

The specific combination of interrelated and interdependent marketing activities in which an organization engages to meet its objectives is known as the Marketing Mix


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Five C’s of Outreach

By combining the four P’s of marketing with the five C’s of outreach – communication, collaboration, coordination, cooperation, and collegiality – a strategic framework is created that can be applied to a variety of library-faculty partnership projects.


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Circus Elephants and Marketing

Advertising

Promotion

Publicity

Public Relations


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Selling VisionAccording to John Graham (Graham 2001),

“the difference between closing a sale and losing it

rests with the way the presentation is made.

Whether it's selling a product or an idea, the ability

to present effectively can make the difference

between acceptance and rejection.”


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Strategic Management:Establishing Priorities

Objectives and Learning Outcomes – Identify specific learning outcomes

Strategic Planning– Develop a clear, credible plan

Action Plan– Demand accountability for all deliverables

Assessment & Measurement Tools– Incorporate assessment tools and manage results


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Objectives and Learning Outcomes

The following objectives were established:

– Identify fundamental informational, business, agricultural, and economic research competence skills

– Intermix authoritative business and agribusiness content

– Incorporate value-added elements throughout each module

– Integrate an Information Competence Website into the agribusiness curriculum


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Identify Competencies Fundamental Information Competencies*

– Determine information needs

– Locate information

– Evaluate information

– Interpret information

– Manage information

– Communicate information

*Association of College & Research Libraries (ACRL)http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm

*ACRL Standardshttp://www.ala.org/ala/acrl/acrlstandards/standards.pdf

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm

http://www.ala.org/ala/acrl/acrlstandards/standards.pdf


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Business Competencies Fundamental business and economic competencies

– Locate company information

– Gather industry intelligence

– Understand industry classifications (NAICS, SIC)

– Find demographic and market data

– Understand GIS and its implications for business

– Locate international trade and financial data

– Understand international trade classification systems (SITC, HS)

– Find regulatory information

– Locate currency data

– Create marketing and business plans

– Secure governmental data

– Understand and locate economic indicators


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Agricultural Competencies Basic agricultural/agribusiness competencies

– Knowledge of the Agricultural Experiment Station– Locate ag-related statistics (USDA, FAO)– Secure international data including NGO sources (OECD, World

Bank)– Locate climate data– Find country agricultural reports– Understand and locate EIRs– Knowledge of GIS and mapping technologies– Familiarization with maps (soil, topographical, zoning)– Locate patents (plant or agribusiness related)– Experience searching agricultural-driven databases (AGRICOLA)


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Intermix Competencies

Problem-Based Learning– Places the learner in project-based work situations that

he/she will face in the corporate environment. Related-Sources

– Examples of subject-driven resources Industry-Framed

– Understanding student career goals and placement statistics


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Adding Value-Added Content What exactly is value-added content? In general, adding value is the process

of changing or transforming a product from its original state to a more valuable state. An even broader definition of value added is “to economically add value to a product by changing its current place, time, and form characteristics to characteristics more preferred in the marketplace” (Coltrain 2003).

In this case, value was added by transforming the ten basic information literacy skills into a set of competencies that will benefit the marketplace – agribusiness students and faculty – and delivering them via an interactive Website that is accessible 24/7 from anywhere in the world.

Value-added content enhances the learning process while delivering superior, meaningful, information that creates the potential for student success.


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Curriculum Integration and Website Design

Identify Core Courses– AGB101 (Introduction to Agribusiness)

– AGB301 (Food and Fiber Marketing; Marketing Research)

– AGB318 405 (Global Agricultural Marketing and Trade)

– AGB460 (Senior Project Methodology – Capstone Class)

Create four instructional modules– The level of difficulty increases in each module

– As the level of difficulty increases, so do expectations

– Seamless integration of various competencies

Design a template to be used for each module– Consistent look and feel

– Professional graphics

– Easy navigation


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Module Template Design Introduction and Overview

– A brief description highlighting the specific topics and skill sets that will discussed. Example from Module II:

Welcome to Module II of the Information Competence Website for Agribusiness. This module introduces intermediate searching techniques, key marketing and management resources, and ag-related statistical sources.


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Module Template Design Specific Objectives

– Specific learning objectives are listed at the start of each module. The objectives include both informational and business competencies that the student is expected to master by the end of the module. Example from Module II:

When this session is over you should be able to: – Create effective searches using wildcards, proximity limiters,

nesting, and field searching – Locate historical company financials (income statement, balance

sheet, ratios, growth, etc.) – Locate industry ratios/benchmarks for any given industry – Find demographic information – Name and locate economic indicators – Gather agricultural statistics – Locate market research reports and management journals


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Module Template Design Questions for self appraisal

– Data from a weighted scale model (1-5 where 1 is very easy and 5 is very difficult) is collected, evaluated, and analyzed on a regular basis. The collection of raw data from the self-assessment test and the review questions provides the information needed to measure and gauge students’ progress while supplying the information needed to plan successful and creative future ILI projects. Example from Module III:

Self Appraisal Questions:Name four major compilers of international data?Name four sources that offer detailed country information? Find the GDP, Lending Rate, and CPI for France for the past ten years.What is OECD? Name the member countries.Find the consumption of fresh vegetables in Argentina for the past three

years.


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Module Template Design Informational, business and agricultural

competencies– Each module offers a mix of competency skill sets – business,

agribusiness and informational. Example from Module I:

Define the research topic

Determine information needs

Locate company and industry information

Determine market shares

Discuss industry classification systems (e.g.,SIC, NAICS)

Understand literature reviews and annotated bibliographies

Secure peer reviewed journals

Discuss primary versus secondary sources


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Module Template Design

Review Questions– The same self-appraisal questions are posed again at the end of

the module to test students’ ability to retain information, think critically, and gauge their understanding of new concepts and resources.


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Module Template Design Exercises

– Real world business scenarios were incorporated into all research assignments to challenge students and encourage critical thinking skills. Examples from Module III:

Find the following information on Indonesia – economic trends and outlook, political environment, market potential for U.S., leading sectors for U.S. exports and imports, trade regulations, and investment climate

Find the following annual financial data for Denmark from 1996 to the present:Exchange rates, International liquidity, Interest rates, Balance of payments, International investment position, and National Accounts.

Find the annual direct investment (reinvested earnings) data for France - assets and liabilities - from 1995-2001.

What were China's five top exports (include the 3-digit SITC along with the commodity name) for 1998/1999? Give the value in USD for each commodity. Give the percentage of the country total for each commodity.


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Six Stages of ILI Success: Stage 1

Pre-Classroom Prospectus– Summer Advising

• Building a Better Business Student http://macabre.lib.calpoly.edu/staff/fvuotto/building_better.pdf

– Week of Welcome• Library tour & orientation

• School orientation

http://macabre.lib.calpoly.edu/staff/fvuotto/building_better.pdf


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Creating a centralized subject-driven portal– Topics

• Frequently asked business questions

• Perennial research queries

– Course-specific research guides

– Subject-driven Information Literacy Website

– Specialized databases

– New books

– Funds and/or grant information


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Centralized Knowledge Banks: Subject-Driven Portals


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Design and develop a tutorial-driven information literacy & instruction Website

Establish partnerships with teaching faculty

Identify needs

Unwavering support of teaching faculty and/or department heads


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Integrate ILI Website and Portal into the curriculum

Core areas

Faculty support materials

Market and promote Website


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Work with advisory councils

Industry-level marketability

Curriculum changes


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Measurements and assessment tools

Looking at the data

E-portfolios

Job placement

Industry feedback


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Macro Perspective

Subject

Specialist

Communication Coordination

Teaching

Faculty

Subject Portal Shared Technology Blackboard (CMS)

Class Visits / Guides Team Teaching Course Shells

ILI Modules Credit-Based Vertical Integration


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Websites

Business & Agribusiness Research Portal http://macabre.lib.calpoly.edu/staff/fvuotto/

Agribusiness Information Competence Website http://multiweb.lib.calpoly.edu/Agbusiness/index.html

Kennedy Library at Cal Poly San Luis Obispo, CA http://www.lib.calpoly.edu/

http://macabre.lib.calpoly.edu/staff/fvuotto/

http://multiweb.lib.calpoly.edu/Agbusiness/index.html

http://www.lib.calpoly.edu/


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Related Articles Information Competence as Value-Added Product:

Applying the Business Model to Academe, Reference Services Review, Volume 32, Issue 3 (Summer 2004)

If You Build It With Them, They Will Come: Guiding Principles for the Cal Poly Information and Communication Commons, Co-Authored with Dr. Mary Somerville, Internet Reference Services Quarterly (In press January 2005)

Subject-Driven Information Literacy: The Emerging Digital Model in Business- Related Competencies...

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