View
30
Download
0
Category
Preview:
DESCRIPTION
Implementing Information Literacy Competencies in Undergraduate Science Curriculum. Deng Pan Keene State College. Deng Pan Keene State College. Agenda. Context of information and scientific information literacy competencies A collaboration model Examples of the implementation. - PowerPoint PPT Presentation
Citation preview
Implementing Information Literacy Implementing Information Literacy Competencies in Undergraduate Competencies in Undergraduate
Science CurriculumScience Curriculum
Deng PanKeene State College
Deng Pan
Keene State College
AgendaAgenda
Context of information and scientific information literacy competencies
A collaboration model
Examples of the implementation
What We Need to Think What We Need to Think About…About…
The context of information literacy
“… information literacy instruction will not succeed if it is kept generic. Librarians involved in instructional activities must come to know individual disciplines, departments, and programs because all have slightly different expectations and needs."
(Leckie & Fullerton, 1999)
What We Need to Think What We Need to Think About… (Cont)About… (Cont)
General information literacy competencies vs.Scientific information literacy competencies
ACRL/STS information literacy standards for science and engineering/technology
“General competencies of information literacy are starting points which can be modified for various disciplines.”
(Kaplowitz, et. al., 2003)
Information Literacy Information Literacy Competencies Specific to Competencies Specific to
Undergraduate Biology Undergraduate Biology Students (Draft)Students (Draft)
Understand the unique characteristics of scientific literature, including publication formats, structure of the scientific paper and peer review
Understand the importance of internal documentation and citation of relevant literature
Ability to critically evaluate sources of scientific information
Understand the ethical, legal and social issues surrounding scientific information
Ability to interpret and use presentation tools
Adapted from ACRL/STS standards
Triangle Information Triangle Information Literacy Instruction (TILI) Literacy Instruction (TILI)
ModelModelLibrarianLibrarian
StudentsStudentsFacultyFaculty
Information Literacy
Competencies
Information Literacy
Competencies
Implementation of Scientific Implementation of Scientific Information Literacy Information Literacy
CompetenciesCompetencies
InformationCommunication
in Science
InformationCommunication
in Science
Use of Subject Databases
Use of Subject Databases
Scientific Writing
Scientific Writing
ScientificPapers
Reading
ScientificPapers
Reading
Scientific Information
Literacy Competencies
Scientific Information
Literacy Competencies
Information Information CommunicationCommunication
TopicTopic
ReferencesReferences
BooksBooks
Edited VolumesEdited Volumes ScholarlyJournal
ScholarlyJournal
Conference ProceedingsConference Proceedings
ResearchResearch
Primary Sources
SecondarySources
Reading Scientific Reading Scientific LiteratureLiterature
ChallengeNot realize the importance of scientific literatureDifficult to understand and digest
SolutionsIntroduce the structure of the paperProvoke critical thinkingRecognize the connection between concepts from previous knowledge and the ideas in a particular paper.Compare the format
Suggestions Select some papers to read Kenyon College’s tutorial and quizzes
http://biology.kenyon.edu/Bio_InfoLit/index.html
Scientific WritingScientific Writing
PurposeIssues of audience and formatUnderstand the ethical, legal and social issues around the information
Future PlansMore pieces of writing will be integrated
References/Further References/Further ReadingReading1. Association of College and Research Libraries. (2000). Information literacy competency standards for higher
education. Retrieved May 24, 2006, from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
2. American Library Association, Association of College and Research Libraries, and Science and Technology Section. (2004). Information literacy standards for science and engineering/technology. Retrieved May 24, 2006, from http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm
3. Carder, L., W., P. & Bibb, D. (2001). Case-based, problem-based learning information literacy for the real world. Research Strategies. 18, p. 181-190.
4. Herro, S. J. (2000). Bibliographic instruction and critical thinking. Journal of Adolescent & Adult Literacy. 43 (6), p. 554- 558.
5. Jsaak, D. J. & Hubert, W. A. (1999). Catalyzing the transition from student to scientist : A model for graduate research training. BioScience. 49 (4), p. 321-326.
6. Leckie, G.J. & Fullerton, A. (1999). Information literacy in science and engineering undergraduate education: Faculty attitudes and pedagogical practices. College & Research Libraries. 60(1):9-29.
7. National Research Council, Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century. (2003). BIO 2010: Transforming undergraduate education
for future research biologists. Washington, DC: National Academies Press.
8. Nerz, H. F. & Weiner, S. T. (2001). Information competencies: A strategic approach. Proceedings of the ASEE 2001 Annual Conference, Albuquerque, NM. Retrieved May 24, 2006, from http://eld.lib.ucdavis.edu/fulltext/00510_2001.pdf
9. Russell, J. M. (2001). Scientific communication at the beginning of the twenty-first century. International Social Science Journal. 53 (2), p. 271-282.
10. Smith, E. M. (2003, Spring). Developing an information skills curriculum for the sciences. Issues in Science and Technology Librarianship. 27, Retrieved May 24, 2006, from http://www.istl.org/03 spring/article8.html
Recommended