Development, implementation, and evaluation of an information literacy program for the undergraduate school at Philadelphia College of Bible

One of the many requirements for students majoring in Bible in the undergraduate school at Philadelphia College of Bible is the writing of research papers. These papers or reports are designed to develop research skills, sharpen writing skills, encourage critical thinking, and promote problem-solving skills. These skills are the classic components of what is defined as information literacy. The skills needed for each of the papers assigned by individual professors should ideally be taught and reinforced throughout the curriculum.; The problem is that the students are not adequately prepared to write their research papers. First, the freshman English Composition course attempts to generally encourage research skills with limited time spent on research strategies and the utilization of specific tools within a library. The director of the library is given one class hour to present a short session on research strategies along with a brief library tour.; Second, students seem to lack critical thinking skills and see the information that they memorize as useful only for examinations and short reports. They are unable to find information in the library under related subject headings and are often satisfied with books and other materials that are not scholarly.; The purpose of this project was to create an information literacy program for the undergraduate school at the college. The research undertaken supported the development of written materials, such as guides or guidelines for faculty and students.; Recommendations resulting from the project are to be used to instruct the faculty regarding the components and requirements of the information literacy program. Assessment tools and competencies for all course work in the undergraduate school are included. A strategic plan is recommended along with a faculty development plan and a time line.; This project utilizes the development problem-solving process. This includes the description of the problem, the collection of data through research and observation, the development and implementation of a product to correct the problem, and the specifications for evaluation of the product.; Five procedures were used to complete this development project. First, a review of the literature was conducted. Second, the academic dean and the faculty library advisory committee were given an opportunity, by a formal inquiry, to give suggestions and comments regarding the design, implementation, and evaluation of the information literacy program. Third, the proposed information literacy program was reviewed by the academic dean and the academic affairs committee for recommendations and approval. Fourth, an overview of the information literacy program was presented to the students, faculty, and administration. Fifth, an evaluation process was designed to insure that the information literacy program would be analyzed and improved on an annual basis.