Information Literacy and the University Curriculum

A Workshop Sponsored by CETLA and the University Libraries @ Howard UniversityMay 31 – June 2, 2006

Why a workshop on incorporating information resources in teaching?

According to the Teaching, Learning, and Technology Committee at Howard, “in the hands of a skilled teacher, digital content promotes ‘collaborative, creative, and engaging student learning.”’

The Current Reality:Many Tech Savvy Students read less (print) write less (with pen and paper) don’t know about the wide variety of

information choices available to them don’t know how to search bibliographic or

full-text databases effectively don’t know how to evaluate information

Workshop Goals

To highlight information services and resources to facilitate the information search process (ISP)

To illustrate effective, transferable searching techniques

To identify resources that may be used to enhance a course syllabus or particular assignments.

To introduce librarians who may assist you.

Desired Outcome: Student-centered learning environments – the classroom, the

library, the campus where Inquiry is the norm Problem solving is the focus. Thinking critically is the process.

Workshop Overview

Information Literacy in Context: Information Seeking in the Learning Environment

Initiation and Selection: Seeking Background Information & Locating Information

Exploration and Formulation: Formulating Strategies and Finding Information

Presenting and Using Information

What is Information Literacy?

The American Library Association defines Information Literacy (IL) as

the ability to recognize when information is needed, and then to find, evaluate, use and communicate that information effectively.

The Middle States Commission on Higher Education defines “IL” as an intellectual framework for identifying, finding,

understanding, evaluating and using information. It includes … incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose;…and observing laws, regulations, and institutional policies related to the access and use of information.

Jeremy J. Shapiro and Shelley K. Hughes, “Information Literacy as a Liberal Art,” EDUCOM Review, 32(2), March/April 1996:

Information literacy “…extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact.” IL is “as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society.”

Why the focus on Information Literacy?

The Middle States’ Standards for Accreditation now include an information literacy component.

All HU students need to know how to use information resources, whether online or in print. These research skills can be used in their school assignments, in their personal lives, and in their occupations.

The Information Search Process

The information search process is a complex process of construction in which students progress from uncertainty to understanding. Uncertainty, confusion, and frustration are associated with vague, unclear thoughts about a topic or problem. As thoughts become more clearly focused, students report increased confidence and feeling more sure, satisfied, and relieved.

Carol Collier Kuhthau

Stage 1: Initiation: Announcement of the research assignment

The student experiences Uncertainty Apprehension Vague ideas Desire to seek background

information

The information literate student Determines nature and

extent of information needed

Attempts to articulate the need for information

Association of College & Research Libraries (ACRL) Standard One

Stage 2: SelectionSelect topics to research

The student finds that Uncertainty gives way to

elation and optimism once the topic is selected

He or she can begin to identify terms related to topic

The information literate student Identifies a variety of types

and formats of potential sources of information relevant to the topic

Considers costs/benefits of acquiring information

ACRL Standard One

Stage 3: ExplorationExplore information to learn about topic.

Student experiences Confusion Frustration Doubt concerning topic Doubt concerning

ability to complete task

The information literate student Selects appropriate

investigative method Constructs and

implements an effective search strategy

ACRL Standard 2

Stage 4: FormulationForm a focus or personal perspective The student

Has a narrower, more manageable focus

Clarifies issues to be discussed

Formulates a hypothesis

The information literate student Refines the search

strategy Extracts, records, and

manages the information & its sources

ACRL Standard 2

Stage 5: CollectionGather pertinent information The student

Seeks and gathers relevant or focused information on topic

Has a sense of direction

Exhibits confidence Exhibits increased

interest in topic

The information literate student Evaluates information

and its sources critically

Incorporates selected information into knowledge base or value system

ACRL Standards 3-4

Stage 6:Preparation & PresentationPrepare and present report or product

The student Experiences relief and

satisfaction, or Experiences

disappointment with outcome

Has clearer focus and better understanding of issues

The information literate student Understands the

economic, legal, and social issues

Uses information ethically and legally

ACRL Standard 5

What’s in it for your students? Students who are information literate will

probablyproduce quality research papersmake more effective oral presentationsuse correct citations when writing or make

appropriate attributions when speakingplagiarize less

What’s in it for you? Deliverables for faculty who adapt the concepts

or examples presented during the workshop include: A list of web pages or articles that can be accessed

via links embedded within the class website or a course management system like Blackboard

A syllabus that intentionally includes assignments that promote information competence

Representative assignments indicating that students are being asked to demonstrate selected information competence skills

Acknowledgments:

Ideas for this presentation were drawn from Presentations by Julie Baga, Delaware County Community College;

Tina Hertel, Marywood University; Lisa Janicke Hinchliffe, Eastern Washington University; and the Information Competence Committee of the California State University at Chico.

Carol C. Kuhlthau, “Inside the Search Process: Information Seeking from the User’s Perspective,” Journal of the American Society for Information Science. 42(5): 361-371, 1991.

Special thanks to

Dr. Teresa Redd and the staff of the Center for Excellence in Teaching, Learning, and Assessment

http://www.howard.edu/library

Workshop material is accessible at http://www.howard.edu/library/reference/infolit2006/WorkshopAgenda.htm

Workshop material is also accessible athttp://blackboard.howard.eduCourse code: LIBR2700200308Course title: Information Resources for Teaching and LearningTo self enroll, use “library” as access code.

For subject librarians, go to: http://www.howard.edu/library/contacts.htm202-806-7252

Arthuree McLaughlin Wright, Ph.D. Associate Director for Information, Research and Resource Services Howard University Libraries May 2006