Table of Contents

List of Participants	3
Summary of Findings	5
Staffing and Budgeting	5
Assessment of Pre-Instruction State of Information Literacy Skills	6
Testing and Assessment	8
Student Orientation	11
Requirements	12
Power and Influence	13
Relations with the English Department	14
Interactive Tutorials	15
Information Technology Courses	16
Instructional Lab	17
Social Networking and Information Literacy	18
List of Tables	20
Sample Dimensions	54
Chapter One: Staffing and Budgeting	55
Chapter Two: Assessment of Pre-Instruction State of Information Literacy Skills	63
Chapter Three: Testing and Assessment	75
Chapter Four: Student Orientation	99
Chapter Five: Requirements	104
Chapter Six: Power and Influence	116
Chapter Seven: Relations with the English Department	121
Chapter Eight: Interactive Tutorials	129
Chapter Nine: Information Technology Courses	139
Chapter Ten: Instructional Lab	156
Chapter Eleven: Social Networking and Information Literacy	165
Chapter Twelve: Favored Resources	174
Other Reports by Primary Research Group, Inc.	177

 
List of Participants

 
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 
 
 List of Tables

Table 1.1:	Use of Library Personnel for Instructional Purposes	51
Table 1.2:	Use of Library Personnel for Instructional Purposes, Broken Out by U.S. and Canadian Libraries	51
Table 1.3:	Use of Library Personnel for Instructional Purposes, Broken Out by Public or Private Status	51
Table 1.4:	Use of Library Personnel for Instructional Purposes, Broken Out by Carnegie Class	52
Table 1.5:	Use of Library Personnel for Instructional Purposes, Broken Out by FTE Enrollment Size	52
Table 1.6:	Use of Library Personnel for Instructional Purposes, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	52
Table 1.7:	Use of Library Personnel for Instructional Purposes, Broken Out by Faculty Status of Librarians	53
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	53
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	53
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	53
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	54
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	54
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	54
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	54
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	55
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	55
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	55
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	55
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	56
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	56
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	56
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”)	59
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	59
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	59
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	59
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	60
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	60
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	60
Table 2.8:	Assessment of the Information Literacy Skills of the Student Body to Assess the Credibility of Information from Web Sites	60
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	61
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	61
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	61
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	61
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	62
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	62
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	62
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	62
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	63
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	63
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	63
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	63
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	64
Table 2.22:	Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog	64
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	64
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	64
Table 2.25:	Assessment of the Information Literacy Skills of the Student Body to Use the Online Library Catalog, Broken Out by Carnegie Class	65
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	65
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	65
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	65
Table 2.29:	Assessment of the Information Literacy Skills of the Student Body to Use Search Engines	66
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	66
Table 2.31:	Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Public or Private Status	66
Table 2.32:	Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Carnegie Class	66
Table 2.33:	Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by FTE Enrollment Size	67
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	67
Table 2.35:	Assessment of the Information Literacy Skills of the Student Body to Use Search Engines, Broken Out by Faculty Status of Librarians	67
Table 2.36:	Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases	67
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	68
Table 2.38:	Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Public or Private Status	68
Table 2.39:	Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Carnegie Class	68
Table 2.40:	Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by FTE Enrollment Size	68
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	69
Table 2.42:	Assessment of the Information Literacy Skills of the Student Body to Use Periodicals Databases, Broken Out by Faculty Status of Librarians	69
Table 2.43:	Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections	69
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	69
Table 2.45:	Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Public or Private Status	69
Table 2.46:	Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Carnegie Class	70
Table 2.47:	Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by FTE Enrollment Size	70
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	70
Table 2.49:	Assessment of the Information Literacy Skills of the Student Body to Use Ebooks Collections, Broken Out by Faculty Status of Librarians	70
Table 3.1:	Colleges that have ever Administered a Test to Assess Student Skills in the Use of Access or Other Databases	71
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	71
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	71
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	71
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	71
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	72
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	72
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	72
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	72
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	72
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	73
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	73
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	73
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	73
Table 3.15:	Colleges that have ever Administered a Test to Assess Student Skills in the Use of Excel or Other Spreadsheet Software	73
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	74
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	74
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	74
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	74
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	74
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	75
Table 3.22:	Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows	75
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	75
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	75
Table 3.25:	Colleges that have ever Administered a Test to Assess Student Skills in the Use of Windows, Broken Out by Carnegie Class	75
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	76
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	76
Table 3.29:	Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Periodicals Databases	76
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	76
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	76
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	77
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	77
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	77
Table 3.36:	Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use the Online Library Catalog	77
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	78
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	78
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	78
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	78
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	78
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	79
Table 3.43:	Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capabilities with Search Methodology	79
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	79
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	79
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	79
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	80
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	80
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	80
Table 3.50:	Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Understanding of Plagiarism	80
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	80
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	81
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	81
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	81
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	81
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	81
Table 3.57:	Libraries that Administer an Information Literacy Test to Incoming Freshmen or Transfers for Their Capacity to Use Ebook Collections	82
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	82
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	82
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	82
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	82
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	83
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	83
Table 3.64:	Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers	83
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	83
Table 3.66:	Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Public or Private Status	83
Table 3.67:	Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Carnegie Class	84
Table 3.68:	Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by FTE Enrollment Size	84
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	84
Table 3.70:	Libraries that do not Administer Any Information Literacy Tests to Incoming Freshmen or Transfers, Broken Out by Faculty Status of Librarians	84
Table 3.71:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation	85
Table 3.72:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by U.S. and Canadian Libraries	85
Table 3.73:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Public or Private Status	85
Table 3.74:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Carnegie Class	85
Table 3.75:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by FTE Enrollment Size	85
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	86
Table 3.77:	Colleges that Require Some Form of Information or Computer Literacy Test for Graduation, Broken Out by Faculty Status of Librarians	86
Table 3.78:	Libraries that Use Student Evaluation Forms as a Means of Assessing the Performance of Information Literacy or Other Library Science Instructors	86
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	86
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	86
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	87
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	87
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	87
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	87
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	87
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	88
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	88
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	88
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	88
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	89
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	89
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	89
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	89
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	89
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	90
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	90
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	90
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	90
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	91
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	91
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	91
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	91
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	91
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	91
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	92
Table 3.106:	Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Distributed to Faculty in the Past Three Years	92
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	92
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	92
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	93
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	93
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	93
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	93
Table 3.113:	Mean, Median, Minimum and Maximum Number of Library Education Services Evaluation Forms Received From Faculty in the Past Three Years	94
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	94
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	94
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	94
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	95
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	95
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	95
Table 4.1:	Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation	96
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	96
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	96
Table 4.4:	Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by Carnegie Class	96
Table 4.5:	Libraries that Make Presentations or Give Brief Classes to New Students During New Student Orientation, Broken Out by FTE Enrollment Size	96
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	97
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	97
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	97
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	97
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	98
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	98
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	98
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	99
Table 4.14:	Library Participation in Any Kind of Orientation or Information Literacy Training Class or Period Designed Especially for Distance Learning Students	99
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	99
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	99
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	99
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	100
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	100
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	100
Table 5.1:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation	101
Table 5.2:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by U.S. and Canadian Libraries	101
Table 5.3:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Public or Private Status	101
Table 5.4:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Carnegie Class	101
Table 5.5:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by FTE Enrollment Size	101
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	102
Table 5.7:	Colleges that Require a 1 or 2 Credit Information Literacy Course for Graduation, Broken Out by Faculty Status of Librarians	102
Table 5.8:	Colleges that Require a 3 or More Credit Information Literacy Course for Graduation	102
Table 5.9:	Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by U.S. and Canadian Libraries	102
Table 5.10:	Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Public or Private Status	102
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	103
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	103
Table 5.14:	Colleges that Require a 3 or More Credit Information Literacy Course for Graduation, Broken Out by Faculty Status of Librarians	103
Table 5.15:	Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation	103
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	103
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	104
Table 5.18:	Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by Carnegie Class	104
Table 5.19:	Colleges that Require Information Literacy Training Integrated into Basic Writing or Composition Courses for Graduation, Broken Out by FTE Enrollment Size	104
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	104
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	104
Table 5.22:	Colleges that Require Information Literacy Integrated into Basic Courses in Areas Other than Writing or Composition for Graduation	105
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	105
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	105
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	105
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	105
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	106
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	106
Table 5.29:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation	106
Table 5.30:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by U.S. and Canadian Libraries	106
Table 5.31:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Public or Private Status	106
Table 5.32:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Carnegie Class	107
Table 5.33:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by FTE Enrollment Size	107
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	107
Table 5.35:	Colleges that do not have Any Formal Information Literacy Requirement for Graduation, Broken Out by Faculty Status of Librarians	107
Table 5.36:	College’s Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years	107
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	108
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	108
Table 5.39:	College’s Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by Carnegie Class	108
Table 5.40:	College’s Likelihood of Adopting a Formal Information Literacy Requirement Within the Next Three Years, Broken Out by FTE Enrollment Size	108
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	109
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	109
Table 5.43:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses	109
Table 5.44:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by U.S. and Canadian Libraries	109
Table 5.45:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Public or Private Status	109
Table 5.46:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Carnegie Class	110
Table 5.47:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by FTE Enrollment Size	110
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	110
Table 5.49:	Colleges that Offer Any Online or Distance Learning Information Literacy Courses, Broken Out by Faculty Status of Librarians	110
Table 5.50:	Mean, Median, Minimum and Maximum Total Attendance in Courses Specifically Designed for Information Literacy in the Past College Year	110
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	111
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	111
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	111
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	111
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	112
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	112
Table 6.1:	Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent	113
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	113
Table 6.3:	Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Public or Private Status	113
Table 6.4:	Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Carnegie Class	113
Table 6.5:	Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by FTE Enrollment Size	113
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	114
Table 6.7:	Colleges that have Librarians Currently Serving on the College Curriculum Committee or Its Equivalent, Broken Out by Faculty Status of Librarians	114
Table 6.8:	Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools	114
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	114
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	114
Table 6.11:	Libraries that Offer Any Information Literacy COurses that are Cross Listed with Other Departments or Schools, Broken Out by Carnegie Class	115
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	115
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	115
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	115
Table 6.15:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy	115
Table 6.16:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy, Broken Out by U.S. and Canadian Libraries	116
Table 6.17:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy, Broken Out by Public or Private Status	116
Table 6.18:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy, Broken Out by Carnegie Class	116
Table 6.19:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy, Broken Out by FTE Enrollment Size	116
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	117
Table 6.21:	Assessment of the Upper College Administrative Management’s Attitude Toward Information Literacy, Broken Out by Faculty Status of Librarians	117
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	118
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	118
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	118
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	118
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	118
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	119
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	119
Table 7.8:	Degree to which Library Instructors Make Appearances in Basic Composition Classes	119
Table 7.9:	Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by U.S. and Canadian Libraries	119
Table 7.10:	Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Public or Private Status	120
Table 7.11:	Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Carnegie Class	120
Table 7.12:	Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by FTE Enrollment Size	120
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	120
Table 7.14:	Degree to which Library Instructors Make Appearances in Basic Composition Classes, Broken Out by Faculty Status of Librarians	121
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	121
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	121
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	121
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	122
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	122
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	122
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	123
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	123
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	124
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	124
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	125
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	125
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	125
Table 8.1:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students	126
Table 8.2:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by U.S. and Canadian Libraries	126
Table 8.3:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Public or Private Status	126
Table 8.4:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Carnegie Class	126
Table 8.5:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by FTE Enrollment Size	126
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	127
Table 8.7:	Colleges that Offer Interactive Tutorials in Information Literacy Topics to Students, Broken Out by Faculty Status of Librarians	127
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	127
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	127
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	127
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	128
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	128
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	128
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	128
Table 8.15:	Colleges that Offer Video Tutorials on Information Literacy Topics	129
Table 8.16:	Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by U.S. and Canadian Libraries	129
Table 8.17:	Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Public or Private Status	129
Table 8.18:	Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Carnegie Class	129
Table 8.19:	Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by FTE Enrollment Size	129
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	130
Table 8.21:	Colleges that Offer Video Tutorials on Information Literacy Topics, Broken Out by Faculty Status of Librarians	130
Table 8.22:	Libraries that Use Flash to Make its Tutorials	130
Table 8.23:	Libraries that Use Flash to Make its Tutorials, Broken Out by U.S. and Canadian Libraries	130
Table 8.24:	Libraries that Use Flash to Make its Tutorials, Broken Out by Public or Private Status	130
Table 8.25:	Libraries that Use Flash to Make its Tutorials, Broken Out by Carnegie Class	130
Table 8.26:	Libraries that Use Flash to Make its Tutorials, Broken Out by FTE Enrollment Size	131
Table 8.27:	Libraries that Use Flash to Make its Tutorials, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	131
Table 8.28:	Libraries that Use Flash to Make its Tutorials, Broken Out by Faculty Status of Librarians	131
Table 8.29:	Libraries that Use Captivate to Make its Tutorials	131
Table 8.30:	Libraries that Use Captivate to Make its Tutorials, Broken Out by U.S. and Canadian Libraries	131
Table 8.31:	Libraries that Use Captivate to Make its Tutorials, Broken Out by Public or Private Status	131
Table 8.32:	Libraries that Use Captivate to Make its Tutorials, Broken Out by Carnegie Class	132
Table 8.33:	Libraries that Use Captivate to Make its Tutorials, Broken Out by FTE Enrollment Size	132
Table 8.34:	Libraries that Use Captivate to Make its Tutorials, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	132
Table 8.35:	Libraries that Use Captivate to Make its Tutorials, Broken Out by Faculty Status of Librarians	132
Table 8.36:	Libraries that Use Viewlet Builder to Make its Tutorials	132
Table 8.37:	Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by U.S. and Canadian Libraries	133
Table 8.38:	Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Public or Private Status	133
Table 8.39:	Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Carnegie Class	133
Table 8.40:	Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by FTE Enrollment Size	133
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	134
Table 8.42:	Libraries that Use Viewlet Builder to Make its Tutorials, Broken Out by Faculty Status of Librarians	134
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	134
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	135
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	135
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	135
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	135
Table 9.1:	Assessment of the Library’s Role in Computer Technology Training on Campus	136
Table 9.2:	Assessment of the Library’s Role in Computer Technology Training on Campus, Broken Out by U.S. and Canadian Libraries	136
Table 9.3:	Assessment of the Library’s Role in Computer Technology Training on Campus, Broken Out by Public or Private Status	136
Table 9.4:	Assessment of the Library’s Role in Computer Technology Training on Campus, Broken Out by Carnegie Class	136
Table 9.5:	Assessment of the Library’s Role in Computer Technology Training on Campus, Broken Out by FTE Enrollment Size	137
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	137
Table 9.7:	Assessment of the Library’s Role in Computer Technology Training on Campus, Broken Out by Faculty Status of Librarians	137
Table 9.8:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word	137
Table 9.9:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by U.S. and Canadian Libraries	138
Table 9.10:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Public or Private Status	138
Table 9.11:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by Carnegie Class	138
Table 9.12:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Word, Broken Out by FTE Enrollment Size	138
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	139
Table 9.15:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel	139
Table 9.16:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by U.S. and Canadian Libraries	139
Table 9.17:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Public or Private Status	139
Table 9.18:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Carnegie Class	139
Table 9.19:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by FTE Enrollment Size	139
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	140
Table 9.21:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Excel, Broken Out by Faculty Status of Librarians	140
Table 9.22:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint	140
Table 9.23:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by U.S. and Canadian Libraries	140
Table 9.24:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Public or Private Status	140
Table 9.25:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Carnegie Class	140
Table 9.26:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by FTE Enrollment Size	141
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	141
Table 9.28:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Powerpoint, Broken Out by Faculty Status of Librarians	141
Table 9.29:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access	141
Table 9.30:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by U.S. and Canadian Libraries	141
Table 9.31:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Public or Private Status	142
Table 9.32:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Carnegie Class	142
Table 9.33:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by FTE Enrollment Size	142
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	142
Table 9.35:	Libraries that Offer Credit or Non-Credit Courses that Cover Microsoft Access, Broken Out by Faculty Status of Librarians	142
Table 9.36:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop	143
Table 9.37:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by U.S. and Canadian Libraries	143
Table 9.38:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Public or Private Status	143
Table 9.39:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Carnegie Class	143
Table 9.40:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by FTE Enrollment Size	143
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	144
Table 9.42:	Libraries that Offer Credit or Non-Credit Courses that Cover Adobe Photoshop, Broken Out by Faculty Status of Librarians	144
Table 9.43:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay	144
Table 9.44:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by U.S. and Canadian Libraries	144
Table 9.45:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Public or Private Status	144
Table 9.46:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Carnegie Class	144
Table 9.47:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by FTE Enrollment Size	145
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	145
Table 9.49:	Libraries that Offer Credit or Non-Credit Courses that Cover Use of Ebay, Broken Out by Faculty Status of Librarians	145
Table 9.50:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design	145
Table 9.51:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by U.S. and Canadian Libraries	145
Table 9.52:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Public or Private Status	146
Table 9.53:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Carnegie Class	146
Table 9.54:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by FTE Enrollment Size	146
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	146
Table 9.56:	Libraries that Offer Credit or Non-Credit Courses that Cover Web Design, Broken Out by Faculty Status of Librarians	146
Table 9.57:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML	147
Table 9.58:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by U.S. and Canadian Libraries	147
Table 9.59:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Public or Private Status	147
Table 9.60:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Carnegie Class	147
Table 9.61:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by FTE Enrollment Size	147
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	148
Table 9.63:	Libraries that Offer Credit or Non-Credit Courses that Cover HTML, Broken Out by Faculty Status of Librarians	148
Table 9.64:	Libraries that Offer Information Technology Courses to the General Public	148
Table 9.65:	Libraries that Offer Information Technology Courses to the General Public, Broken Out by U.S. and Canadian Libraries	148
Table 9.66:	Libraries that Offer Information Technology Courses to the General Public, Broken Out by Public or Private Status	148
Table 9.67:	Libraries that Offer Information Technology Courses to the General Public, Broken Out by Carnegie Class	148
Table 9.68:	Libraries that Offer Information Technology Courses to the General Public, Broken Out by FTE Enrollment Size	149
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	149
Table 9.70:	Libraries that Offer Information Technology Courses to the General Public, Broken Out by Faculty Status of Librarians	149
Table 9.71:	Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics	149
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	149
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	150
Table 9.74:	Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by Carnegie Class	150
Table 9.75:	Libraries that Offer Short Course “Drop-In Sessions” in Particular Information Literacy or Technology Topics, Broken Out by FTE Enrollment Size	150
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	150
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	150
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	151
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	151
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	151
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	151
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	152
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	152
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	152
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	154
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	154
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	154
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	154
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	155
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	155
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	155
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	155
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	156
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	156
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	156
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	156
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	157
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	157
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	157
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	157
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	158
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	158
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	158
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	158
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	159
Table 10.22:	Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*	159
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	159
Table 10.24:	Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Public or Private Status	159
Table 10.25:	Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Carnegie Class	159
Table 10.26:	Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by FTE Enrollment Size	160
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	160
Table 10.28:	Mean, Median, Minimum and Maximum Year that the Center was Constructed or Significantly Remodeled*, Broken Out by Faculty Status of Librarians	160
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	160
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	161
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	161
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	161
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	162
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	162
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	162
Table 11.1:	Libraries with a Presence on Facebook	163
Table 11.2:	Libraries with a Presence on Facebook, Broken Out by U.S. and Canadian Libraries	163
Table 11.3:	Libraries with a Presence on Facebook, Broken Out by Public or Private Status	163
Table 11.4:	Libraries with a Presence on Facebook, Broken Out by Carnegie Class	163
Table 11.5:	Libraries with a Presence on Facebook, Broken Out by FTE Enrollment Size	163
Table 11.6:	Libraries with a Presence on Facebook, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	164
Table 11.7:	Libraries with a Presence on Facebook, Broken Out by Faculty Status of Librarians	164
Table 11.8:	Libraries with a Presence on MySpace	164
Table 11.9:	Libraries with a Presence on MySpace, Broken Out by U.S. and Canadian Libraries	164
Table 11.10:	Libraries with a Presence on MySpace, Broken Out by Public or Private Status	164
Table 11.11:	Libraries with a Presence on MySpace, Broken Out by Carnegie Class	164
Table 11.12:	Libraries with a Presence on MySpace, Broken Out by FTE Enrollment Size	165
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	165
Table 11.15:	Libraries with a Presence on Second Life	165
Table 11.16:	Libraries with a Presence on Second Life, Broken Out by U.S. and Canadian Libraries	165
Table 11.17:	Libraries with a Presence on Second Life, Broken Out by Public or Private Status	165
Table 11.18:	Libraries with a Presence on Second Life, Broken Out by Carnegie Class	166
Table 11.19:	Libraries with a Presence on Second Life, Broken Out by FTE Enrollment Size	166
Table 11.20:	Libraries with a Presence on Second Life, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	166
Table 11.21:	Libraries with a Presence on Second Life, Broken Out by Faculty Status of Librarians	166
Table 11.22:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs	166
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	167
Table 11.24:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Public or Private Status	167
Table 11.25:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Carnegie Class	167
Table 11.26:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by FTE Enrollment Size	167
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	167
Table 11.28:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Blogs, Broken Out by Faculty Status of Librarians	168
Table 11.29:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs	168
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	168
Table 11.31:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Public or Private Status	168
Table 11.32:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Carnegie Class	168
Table 11.33:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by FTE Enrollment Size	169
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	169
Table 11.35:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Library Listservs, Broken Out by Faculty Status of Librarians	169
Table 11.36:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT	169
Table 11.37:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by U.S. and Canadian Libraries	169
Table 11.38:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by Public or Private Status	170
Table 11.39:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by Carnegie Class	170
Table 11.40:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by FTE Enrollment Size	170
Table 11.41:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	170
Table 11.42:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Course Management Systems Such as Blackboard or WebCT, Broken Out by Faculty Status of Librarians	170
Table 11.43:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook	171
Table 11.44:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by U.S. and Canadian Libraries	171
Table 11.45:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by Public or Private Status	171
Table 11.46:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by Carnegie Class	171
Table 11.47:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by FTE Enrollment Size	171
Table 11.48:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by Number of In-Class Instruction or Presentations Given in 2007	172
Table 11.49:	Libraries that Make Available Links to Library Tutorials or Other Resources Through Facebook, Broken Out by Faculty Status of Librarians	172

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