Information Literacy Information literacy forms the basis for lifelong learning.
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Transcript of Developmental Mastery of Information Literacy Skills ACA’s Project Workshop on Integration of...
Developmental Mastery of Information Literacy Skills
ACA’s Project Workshop on Integration of Library Materials and Information Literacy
March 22, 2008
Melissa Garrett, Union College[[email protected]]
And Emaly Conerly, Carson-Newman College
Points to consider for Developmental Mastery of Information Literacy:
ACRL IL Standards
Learning Stages
Discipline
Taxonomy of Learning
Campus Culture
Pedagogy
ACRL Information Literacy Standardshttp://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm
• The information literate student:• Standard 1
Determines the nature and extent of the information needed.• Standard 2
Accesses needed information effectively and efficiently.• Standard 3
Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
• Standard 4Individually or as a member of a group, uses information effectively to accomplish a specific purpose.
• Standard 5Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
Campus Culture
• Commitment to the development of life-long learning for students
• Openness to change and learning by the librarians and the faculty
• Collaboration between faculty and librarians• Use and on library resources and services in course
instruction dependence • Support for information literacy at multiple levels, from
college administration to librarians
Bloom’s Taxonomy of Educational ObjectivesA. Lower skills
1. Knowledge*list, name, describe, state, measure, label, summarize
2. Comprehension*identify, illustrate, explain, classify, indicate
3. Application*perform, use, manipulate, assess, change, demonstrate
B. Higher Skills4. Analysis
*analyze, discriminate, criticize, infer, conclude5. Synthesis
*combine, discuss, argue, derive, reconstruct, design, relate6. Evaluation
*support, attack, appraise, judge, justify, clarify
Scholarly Publication: Books and journals, print and online
Popular Publication: Books, magazines and newspapers, print and online
Author Is a noted professional or expert Is a journalist, student, popular author; or may not be listed
Advertising Very little or highly specialized Significant amount
Audience Advanced reading level; may have specialized vocabulary Basic reading level for a general audience
Indexing Articles are listed in specialized indexes; for example PsycINFO, Biosis or Humanities Index
Articles are listed in general indexes; for example Reader's Guide or Periodicals Index
Purpose Discusses a specific scholarly field Current events, general interest items
Review Policy
Articles are reviewed by peers; editorial board composed of scholars in the field
Editor or editorial board are members of the magazine's staff
Sources A list of references is included at the end of each article Articles rarely include references
Credit: John Adkins, University of Charleston
ACRL IL Standard 1.2.d.
Do our students come to us ready to move right through these learning stages?
T
Thinking Mode A: Sgt. Friday – Just the Facts Ma’am 1st teaching/learning task: Change student’s concept of knowing from memorizing to
understanding Transition 1: Understanding that knowledge is uncertain 2nd teaching/learning task: Recognizing legitimate uncertainty
Thinking Mode B: Baskins Robbins – Anything GoesTransition 2: Perceiving opinion as insufficient 3rd teaching/learning task: Teaching students to develop criteria for making judgments, to compare and contrast
Thinking Mode C: Playing the Teachers’ Games Transition 3: Convincing students that the game matters
4th teaching/learning task: Tying analysis to values
Thinking Mode D: Playing like a Pro
(Chuck Bonwell, TLI, ACA, June, 2007)(
C-N Library Homepage Gateway to our Resources and Services
Lib 101 1st Class Session
Lib 101 2nd Class Session
The Jeopardy! Information Literacy Challenge Jeopardy! Information Literacy
Challenge
Emphasize these resources:$$SelectedUnderutilized
Internet
Multi-Media, Interactive
Journals
Books
Subject-Specific Reference
Bibliographies
General Reference
_________________________________________________________________
Pathfinder: a Dynamic Model
Discipline or Subject Content
• Flow of information and importance of currency of information
• Specialized vocabulary• Formats and methods of organization used in
writing• Authorities and credentials presented?• Primary/secondary sources?• Use of statistics, field research, interviews,
ethnographies?• Documentation style used
Union College & Information Literacy: Maximizing Fitness Peaks in the IL Adaptive Landscape
• Summer 2006 – Library initiates 5-Year BI Plan (ACA FELR Grant)– IL standards included in three of Union College
Goals for General Education (Communication; Critical Thinking; Learning Skills)
– Library BI Plan links BI session syllabi w/Goals for General Education and ACRL Information Literacy Competency Standards for Higher Education
– Incremental progression: Basic Library Orientation; ENCO 101-102; Entry-Level Discipline-Specific Courses; Capstone Courses
• Spring 2007 – IL outcome consolidated and added to UC Liberal Education Outcomes – Liberal Learning Goal 1: Communication SkillsA Union student should, by graduation, be able to:
• 1.4 locate, evaluate (for authenticity, validity and reliability) and use effective graphical, aural and textual information available through libraries, community resources, special interest organizations, media and the internet.
• Academic Assessment Committee– Determine assessment measures– Each Academic Program to identify course(s) which
assess the Liberal Education Outcomes
Managing It All: a Few Tools to Encourage Developmental Mastery
• Weeks-Townsend Memorial Library Assessment Plan
• Library Session syllabi • Pathfinder Model
– Provides overview of possible resources– Links with library Learning and Information Resources– Permits Discipline-specific application
• Taxonomy & IL Outcomes Working Chart– Lower & Higher Skills at a glance– Alignment of Skills w/ACRL IL outcomes
Unit Objective Link to Vision Expected OutcomeAssessment Criteria & Evaluation Methods
Maintain % use of WTML resources in 099 and 1xx courses
180% plus students using at least 1 recommended WTML resource
Bibliographies/works cited from student assignments following formal BI sessions
Syllabi for BI sessions:
• Include a Module or Session Description which gives an overview of the session(s)
• Link student learning outcomes to Union College Liberal Education Outcomes and ACRL Information Literacy Competency Standards
• Include assessment method and goal• Coordinate w/Discipline-Specific course or
assignment– Outcomes– Resource requirements
Fall 2007: First-Year Students
Bloom’s Taxonomy
• Knowledge
• Comprehension• Application
Library Instruction Sections
• 50-minute Basic Library Orientation (Welcome Weekend)
• 50-minute Research Overview• 50-minute Discipline-Specific BI
– IL outcomes linked to Discipline-Specific course outcomes/assignment outcomes(Ready to Learn Workshop, May 2007)
Carson-Newman College & Information Literacy: From Big Bang to Evolution
1. 2003: The Big Bang- WebCT Tutorial: 8 modules
Pretest Orientation to the Carson-Newman Library Introduction to types of information resources Defining the information need Locating information resources on a topic Evaluating information resources found Using information resources ethically and legally Post test
- Developed using the ACRL Standards and Learning Outcomes (We taught it all!)
- Taught in English 101 sections- Two class sessions: library tour, hands-on lab session- Killer Worksheets with each module for student
homework
2. 2006: Evolution
~ Phase I- Restructuring- Information overload- Emails on ILL listserv:
Laddered Information Literacy - Restructured tutorial & Senior quizzes- Library Outreach- Aids to students and faculty on Library Homepage
~ Phase 2: Information Literacy Initiative- Approvals & Support: Provost, Academic Council, Academic Programs Committee- Revised General Education Program- Information Literacy – Core Component in each LA101 course & other core courses- For LA 101 courses (Freshman): WebCT IL Tutorial, research log, multiple
library mini-sessions- C-N 101 – New, revised Scavenger Hunt- Library instruction in English 101 and Religion 101- IL instruction in first major course- IL instruction in Capstone Major Senior course & IL Senior quiz
http://www.oswego.edu/library/instruction/outcomes.pdf
Example of Laddered Information Literacy Learning Outcomes: SUNY Oswego