CAPPS 2011 Integrating Information Literacy in the Curriculum
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INTEGRATING INFORMATION LITERACY THROUGHOUT THE CURRICULUM
Julie Cavender
Manager, Library Development & Services
Jones e-global library
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What we will cover today
• What is information literacy• Why is it important• Who needs it• Where to start• How to integrate with the curriculum
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WHAT IS IT?Information Literacy
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Courtesy of heathbrandon@flickr
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Information literacy is a set of abilities requiring individuals to “recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information.”
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WHY IS IT IMPORTANT?Information Literacy
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• Assessment• Accreditation• Student retention• Lifelong learning
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Assessment
36%Of students experience no significant improvement in learningover four years of higher education(as measured by the Collegiate
Learning Assessment) .
http://www.collegiatelearningassessment.org/
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Accreditation
"[Baccalaureate programs] also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument."
WASC Standard 2.2a of “Teaching and Learning”
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Retention• Improve student success and retention rates
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WHO NEEDS IT?Information Literacy
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WHERE DO I START?Information Literacy
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Collaborate
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ACRLInformation Literacy Competency Standards
for Higher Education
1. determines the nature and extent of needed information;
2. accesses needed information effectively and efficiently;3. evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system;
4. uses information effectively to accomplish a specific purpose;
5. understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
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Assessment Tools• Self-report• Tests
• SAILS
• Classroom Assessment Techniques• Performance Assessments
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Create a Workable Plan
• Institution commitment
• Standards• Strategic plan• Collaborate
Information Literacy
Plan
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HOW TO INTEGRATE WITH CURRICULUMInformation Literacy
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First Steps Tips• Clear focus on information literacy standard for every
activity• Work on standards one by one • Promote IL activity• Work in teams• Be clear about IL objectives
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Program Integration• Map information literacy skills
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Learning Outcomes• ACRL• Sample criteria
• Level of reading• Use of information to support point of view• Citing and referencing• Critical evaluation
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Problem-Based Learning
1. Annotated bibliographies
2. Documenting search and retrieval process
3. Find and critically evaluate opposing positions on a topic
4. Contact a librarian
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Online Environment• Quizzes• Discussion boards and chat• Collaborative work• Guides to resources• Tutorials
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USEFUL TOOLSInformation Literacy
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Tutorials & Quizzes• Google docs: http://www.docs.google.com/• Udutu: http://www.myudutu.com/• Glomaker: http://www.glomaker.org/
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Screencasts• CamStudio: http://camstudio.org/• Jing: http://www.techsmith.com/jing/• Wink: http://www.debugmode.com/wink/• Screenr: http://www.screenr.com/
• Captivate• Camtasia
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Podcasts• Benefits of podcasts• Creating podcasts:
– Short, simple and entertaining– Need digital recorder and microphone connected to PC
• Audacity: http://audacity.sourceforge.net/
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Videos/Movies• YouTube• Talk to your librarian• Enlist experts to create videos• Create your own!
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Games
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Social Bookmarking• Delicious: http://del.icio.us/ • Diigo: http://www.diigo.com/
Comprehensive list found here: http://www.philb.com/iwantto/web2pagebookmarking.htm
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Image Websites• Flickr: http://www.flickr.com/search• Wikimedia Commons: http://commons.wikimedia.org• Stock.xchng: http://www.sxc.hu/• Image*after: http://imageafter.com/
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General Websites
• Lifelong Information Literacy: https://sites.google.com/site/lifelonginformationliteracy/
• Teach Information Literacy & Critical Thinking: https://sites.google.com/site/teachinfolit/
• Information Literacy Visual Bibliography: http://www.mindomo.com/view.htm?m=b93aa8ef223445ff8919191fbc3ed23c
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IDEAS FOR ASSIGNMENTSInformation Literacy
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10 Crucial Information Literacy Proficiencies
Research Process
1. Conduct a research process
2. Searchable concepts/keywords/synonyms
3. Choice of resources and databases
4. Evaluate information5. Citations: documenting
sources6. Plagiarism
Scholarly Communication
7. Communication within a discipline
8. Types of publications: format/focus/currency
9. Popular vs. scholarly
10. Primary vs. secondary
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Research Strategy• Log topic changes and evolution of research
• State the question/research problem; consider kinds of information sources needed to answer
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Searchable Concepts• Describe topics in a few sentences; “diagram” research
statement
• Demonstrate Boolean operators
• Ask students to keep a research log
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Choose resources/databases• State resources used to find information
• Consult two reference sources ; note other uses for the tool
• Conduct a search for the same topic in two different databases and compare/contrast the results
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Evaluate Information• Small groups examine texts/websites and evaluate them
• Evaluate Web Resources
• Use examples of various criteria and an opportunity to “Test your own critical thinking.”
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Citations: Documenting Sources• Provide copies of a variety of sources; identify parts
needed to create a citation
• Turn in citations in the proper format with early drafts of papers; require a bibliography early on with citations in the proper format
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Plagiarism• Give students excerpts from books/articles; practice
paraphrasing, quoting, and properly citing the material.
• Provide both acceptable and unacceptable paraphrases. How do they differ?
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Communication in Discipline• Write brief outline of ordering, production and
dissemination of research might shape the development of new knowledge.
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Types of Publications• Compare and contrast treatment of a specific
topic/question/issue in a book and in an article.
• Contemporary account of historic event
• Identify a topic for which the majority of published information would be in article form
• Apply the flow of information discussion above to a given event/trend/theory
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Popular vs. Scholarly• Identify and compare a scholarly and popular article
• Give students several scholarly articles and ask them to identify the common features among the articles.
• Provide students with a variety of resources and have them make arguments about whether, and why, they would classify each as being scholarly.
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Primary vs. Secondary• Provide research questions/theses; make a list of the
kinds of primary resource materials scholars might seek
• Evaluate a primary source
• Consider a particular source, the circumstances under which it might be considered a primary source or a secondary source
• Review past writing and discuss whether these materials would be considered primary or secondary sources, and under what circumstances.
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Top Tips for Successful Integration• Contact your librarian• Engage support• Work with staff• Consider how LMS can help students• Always be explicit
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“Information literacy empowers people in all walks of life to seek, evaluate, use and create
information effectively to achieve their personal, social, occupational and educational
goals. It is a basic human right in a digital world and promotes social inclusion in all
nations."
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HOW DO I LEARN MORE ABOUT IT?Information Literacy
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References
• Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities, 2002, <http://www.universityofcalifornia.edu/senate/reports/acadlit.pdf>. Accessed 7 October 2011.
• ACRL | Information Literacy Competency Standards for Higher Education, <http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm>. Accessed 3 October 2011.
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Contact Me
Julie Cavender
303.784.8370 | Cell: 303.562.6072
LinkedIn: http://www.linkedin.com/in/juliecavender
Twitter: @Global_Library
Thank you!