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Connie Maxwell, Assistant Dean of Libraries, Johnathan Wilson, Reference Librarian and Library Instruction Manager

TWU LI

BRARIES'

INFO

RMATIO

N LITE

RACY

PROGRAM S

URVEY

DETERMINES THE NATURE AND EXTENT OF THE INFORMATION NEEDED

5%

75%

20%

Defining and articu-lating a need for

information

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

5%

85%

5%5%

Developing a the-sis statement and formulating ques-tions based on the information neededProficient Requires

Additional Instruc-tion

Not needed

No An-swer

5%

95%

Searching for background information

ProficientRequires Additional InstructionNot neededNo Answer

DETERMINES THE NATURE AND EXTENT OF THE INFORMATION NEEDED

ACCESSES NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY

30%

70%

Finding and locating books

Proficient

Requires Additional Instruction

Not needed

No Answer

10%

90%

Finding credible information on the

Internet

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

ACCESSES NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY

95%

5%

Finding and access-ing scholarly arti-

cles

Proficient Requires Additional Instruc-tion

Not needed

No An-swer 7

5%

25%

Finding and using statistical infor-

mation

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

ACCESSES NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY

5%

95%

Identifying and lo-cating primary and secondary sources

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

5%

80%

15%

Using historical information

Proficient

Requires Addi-tional Instruc-tionNot needed

No An-swer

ACCESSES NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY

50%4

5%

5%

Using social media as an information

source

Proficient Requires Additional Instruc-tion

Not needed

No An-swer 8

5%

15%

Performing a comprehensive

literature review

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

ACCESSES NEEDED INFORMATION EFFECTIVELY AND EFFICIENTLY

85%

15%

Recognizing vari-ous research

methods and locat-ing examples

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

5%

85%

10%

Using lateral methods such as

citations to locate information

sourcesProficient Requires Additional Instruc-tion

Not needed

No An-swer

EVALUATES INFORMATION AND ITS SOURCES CRITICALLY

10%

85%

5%

Determining rel-evance of infor-mation based on research needs

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

5%

90%

5%

Evaluating infor-mation sources for quality, currency,

and authorityProficient Requires

Additional Instruc-tion

Not needed

No An-swer

USES INFORMATION EFFECTIVELY TO ACCOMPLISH A SPECIFIC PURPOSE

20%

50%

30%

Maintaining a journal or log of activities related to the information seeking,

evaluating, and communicating process

ProficientRequires Additional InstructionNot neededNo Answer

UNDERSTANDS MANY OF THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESSES AND USES INFORMATION ETHICALLY AND LEGALLY

5%

95%

Avoiding plagiarism

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

15%

80%

5%

Paraphrasing

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

UNDERSTANDS MANY OF THE ECONOMIC, LEGAL, AND SOCIAL ISSUES SURROUNDING THE USE OF INFORMATION AND ACCESSES AND USES INFORMATION ETHICALLY AND LEGALLY

5%

90%

5%

Writing a bibliog-raphy or annotated

bibliographyProficient

Requires Additional Instruc-tion

Not needed

No An-swer

5%

75%

20%

Using RefWorks to compile and cite

information

Proficient Requires Additional Instruc-tion

Not needed

No An-swer

AISL R

ESPONDS

PR

E- C

ON

F ER

EN

CE

QU

ES

TI O

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AI R

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PRE-CONFERENCE QUESTIONS

Question 1: What  are some of the least developed information skills in graduating high school seniors?

Question 2: Describe a method you use that is particularly effective in advancing the information skill levels of students at your school.

QUESTION 1:  WHAT  ARE SOME OF THE LEAST DEVELOPED INFORMATION SKILLS IN GRADUATING HIGH SCHOOL SENIORS?

Eval

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Datab

ase

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Critica

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Readi

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Prim

ary

sour

ces

Book

rese

arch

Libra

ry re

sour

ces

0

1

2

3

4

5

6

7

Responses

Responses

“Effective research and database management; logical, sequential thinking with regard to information; metacognition, particularly with regard to project based learning; critical thinking skills with regard to information literacy”

QUESTION 1:  WHAT  ARE SOME OF THE LEAST DEVELOPED INFORMATION SKILLS IN GRADUATING HIGH SCHOOL SENIORS?

“I would say that they do not use keyword search strategies or Boolean search tools as effectively as they could, whether it's a Google search or a search on a database.  Also, they really struggle with JStor.  I think they can evaluate websites fairly well, and find literary criticisms, though.“

QUESTION 1:  WHAT  ARE SOME OF THE LEAST DEVELOPED INFORMATION SKILLS IN GRADUATING HIGH SCHOOL SENIORS?

PROJE

CT IN

FORMAT

ION

LITER

ACY RES

EARCH REP

ORT

DEC. 2

014

1) The academic library collection increases in SIZE, and DIGITAL RESOURCES proliferate

2) The research approach involves combining and using NEW AND DIFFERENT SOURCES

3) Research calls for selecting quality research sources, EVALUATED FOR THEIR CREDIBILITY

4) Assignments require INDEPENDENT CHOICES and encourage INTELLECTUAL EXPLORATION

CONDUCTING RESEARCH IN COLLEGE IS

DIFFERENT THAN IN HIGH SCHOOL. WHY?

Project Information Literacy Research Report: “Learning the Ropes” | December 4, 2013 | Alison J. Head

Project Information Literacy Research Report: “Learning the Ropes” | December 4, 2013 | Alison J. Head

1) 74% Coming up with keywords to narrow down searches on the academic library portal2) 57% Filtering and sorting through irrelevant results from online searches 3) 51% Identifying/selecting potential sources and investigative methods from all available 4) 43% Integrating and summarizing writing styles from different sources/formats5) 37% Delineating assignment parameters and defining and selecting a topic 6) 34% Reading and comprehending materials from different formats 7) 23% Locating print information from search results (i.e., articles, books, chapters) 8) 17% Asking for help with research from faculty, librarians, or fellow students

(continued)

WHICH INDIVIDUAL RESEARCH TASKS WERE MOST DIFFICULT FOR FIRST-TERM FRESHMEN?

Project Information Literacy Research Report: “Learning the Ropes” | December 4, 2013 | Alison J. Head

9) 14% Evaluating sources for credibility and bias while reconciling different viewpoints 10) 9% Citing sources and using citation formats, based on faculty preferences 11) 9% Self-assessment of research process used and the sources found 12) 9% Technological issues, includes connectivity and authenticating logins 13) 6% Managing and organizing results from print and online sources 14) 6% Developing new understandings in order to formulate an original thesis/proposition

WHICH INDIVIDUAL RESEARCH TASKS WERE MOST DIFFICULT FOR FIRST-TERM FRESHMEN?

INFORMATION RESOURCES USED BY END-OF-YEAR HIGH SCHOOL AND COLLEGE STUDENTS

Project Information Literacy Research Report: “Learning the Ropes” | December 4, 2013 | Alison J. Head

BlogsSearch engines other than Google

LibrariansLibrary shelves

WikipediaFriends/family

Personal collectionGoogle Scholar

ClassmatesEncyclopedias (online or print)

InstructorsGovernmental sites

Course readingsLibrary databases (e.g., JSTOR)

Google search

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

42%

51%

53%

64%

65%

55%

63%

64%

61%

59%

72%

77%

85%

83%

87%

37%

46%

44%

57%

57%

62%

57%

38%

65%

58%

66%

77%

69%

73%

89%

49%

52%

55%

60%

60%

60%

61%

61%

63%

63%

72%

77%

80%

82%

88%

College Freshmen

High School Students

College Sophomores, Juniors, Seniors

CONNIE & JOHNATHAN’S OBSERVATIONS

C O N N I E

Paraphrasing does not mean changing out a few words

Using Google effectively takes skill

If you plagiarize, you will eventually get caught

J O H N A T H A N

Choosing keywords is more difficult than it sounds

EBSCO is not a database

Research is a process

AISL G

IVES B

ACK

WH

AT

YO

U’ V

E T

OL D

US

QUESTION 2: DESCRIBE A METHOD YOU USE THAT IS PARTICULARLY EFFECTIVE IN ADVANCING THE INFORMATION  SKILL LEVELS OF STUDENTS AT YOUR SCHOOL. 

“Librarians working as integrationists with teachers during specific units of instruction to teach these skills; 20% semester projects; use of 1-on-1 technology in middle and high schools”

QUESTION 2: DESCRIBE A METHOD YOU USE THAT IS PARTICULARLY EFFECTIVE IN ADVANCING THE INFORMATION  SKILL LEVELS OF STUDENTS AT YOUR SCHOOL. 

“Delivering instruction at point of need. Ex: don’t give abstract instruction in “how to use a database.”  Plan with teacher to be with students when they begin research, offer instruction as needed using topics they will be using in their papers, stick around (if possible) to trouble shoot/answer questions as students work.”

QUESTION 2: DESCRIBE A METHOD YOU USE THAT IS PARTICULARLY EFFECTIVE IN ADVANCING THE INFORMATION  SKILL LEVELS OF STUDENTS AT YOUR SCHOOL. 

“I have found it really helpful to show them the difference in results between a Google search, an Advanced Google Search, and then the same keyword search on a database such as EBSCOhost.  It really highlights the differences in the quality of materials found on each, and reminds students that in searching Google they really need to use all the advanced features available to them.”

TIPS

& TA

KE AW

AYS F

ROM

C&J

BOOK RESOURCES

Badke, W. B. (2008). Research strategies: finding your way through the information fog (3rd ed.). New York: IUniverse, Inc..

Burkhardt, J. M., & MacDonald, M. C. (2010). Teaching information literacy: 50 standards-based exercises for college students (2nd ed.). Chicago: American Library Association.

Neely, T. Y. (2006) Information Literacy Assessment: Standards-Based Tools and Assignments Chicago: American Library Association.

Quaratiello, A. R., & Devine, J. (2011). The college student's research companion: finding, evaluating, and citing the resources you need to succeed (Fifth ed.). New York: Neal-Schuman Publishers.

Thomas, N. P. (2004). Information literacy and information skills instruction: applying research to practice in the school library media center (2nd ed.). Westport, Conn.: Libraries Unlimited.

GAMES OUR STUDENT ASSISTANTS RECOMMENDDoing Research: An Introduction to the Concepts of Online Searching

Can you identify animals that are birds AND live in Africa? Play the sorting game, and then continue to games about identifying keywords and thinking of synonyms.  

Ready Reference Is your knowledge of the types of books in the library worth a million dollars?

Citation Tic Tac Toe  

Click on a square to launch a question. Answer correctly and win the square. Incorrectly identify the citation and you lose the square.

Citation Game (2009 updated version)

Drag and drop the pieces to correctly format either APA or MLA citations. This new version has additional citation types and reflects the 2009 MLA changes.

GAMES OUR STUDENT ASSISTANTS RECOMMEND CONT.Within Range

Shelve books in correct order to learn how information is organized and categorized using the Library of Congress Classification system.

Encyclopedia Challenge Board Roll the dice, then answer the question to move around the board.

Primary and Secondary Sources If you answer all questions about primary and secondary sources, perhaps you could become a millionaire.

LET’S PLAY

  

     

      

   

      

   

      

   

1Washington Post (current article) 

2Scholarly Journal

3Book that is not research based

4Popular Magazine article

5Wikipedia

6Scholarly Blog Post

7Internet Interview with a prominent person 

8Encyclopedia Britannica Online 

9Book by a reputable author that is over ten years old 

10Dissertation 

11Any .edu or .govwebsite

12Autobiography

CONTACT INFORMATION

Connie MaxwellAssistant Dean of TWU Librariescmaxwell@twu.edu

Johnathan WilsonReference Librarianjwilson16@twu.edu