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How to integrate Information Literacy
into your classes
Going Global
Information literacy helps form the basis for lifelong learning.
It is common to all disciplines, to all learning environments, and to all levels of education.
It enables learners to master content and:extend their investigations become more self-directedassume greater control/responsibility over
their own learning
What is Information Literacy?
Information Literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to effectively locate, evaluate, and use the information.
Determine the extent of information needed Access the needed information effectively and
efficiently Evaluate information and its sources critically Incorporate selected information into one’s
knowledge base Use information effectively to accomplish a
specific purpose Understand the economic, legal, and social issues
surrounding the use of information, and access and use information ethically and legally
ACRL - Information Literacy Competency Standards for Higher Education http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#ildef
An Information Literate student should be able to:
Increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, credibility and reliability.
In addition, information is available through multiple media formats, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it
The changing face of Information
Using the LibraryComputer skills – how to use a computerJust finding facts to fill in the answerOne 50-minute orientation to the LibrarySimply having Access to resourcesBeing told what piece of information to
find…in what exact source…and copying it onto a paper
What Information Literacy is NOT
A person that understands with increasing
sophistication what technology is, how it is
created, how it shapes society, and in
turn is shaped by society is technologically literate.
A technologically literate person is comfortable with and objective about the use of technology - neither scared of it nor infatuated with it.
A technologically literate person has a range of hands-on skills, such as using a computer for word processing and surfing the Internet.
International Technology Education Association: Standards for Technological Literacy http://www.iteaconnect.org/TAA/PDFs/Execsum.pdf
What about the "Technical Literacy"?
Implies evaluation or use of critical thinking skills
What is a student’s definition of a credible source?
What is an instructor’s definition of a credible source?
"You are to use credible sources…”
Their version of credible may not be your version of credible
Sometimes research requires GoogleEncourage students to use at least one web
source in their projects…this isn’t a bad thingInvite the librarians to come and talk about
credibilityRequire students to use an evaluation
rubric/matrix for one of their sourcesPartner with the librarians to help evaluate
student sources
"Well, I think it's credible…”
http://www.martinlutherking.org/
SCORE:
http://www.thekingcenter.org/
SCORE:
Test your credibility scoring ability
Have students write a 5-page research paper about Global Warming. They are to find information from at least 4 different sources and cite their sources at the end of the paper.
Students should address the causes of global warming, the past and future trends, the effects on a specific country or region of their choosing, and what can be done to slow the effects.
Better yet…look at this!
http://en.wikipedia.org/wiki/Global_warming
http://www.weatherquestions.com/What_is_global_warming.htm
http://environment.about.com/od/faqglobalwarming/f/globalwarming.htm
http://globalwarming-facts.info/50-tips.html
…..And here is what you get:
Have students write a 5-page research paper about Global Warming. They are to find information from at least 4 different sources and cite their sources at the end of the paper in proper APA format. The sources used should include one of each of the following: 1 newspaper article, 1 scholarly/peer-reviewed journal article, 1 book, and 1 website.
Students should address the causes of global warming, the past and future trends, the effects on a specific country or region of their choosing, and what can be done to slow the effects.
Or you could try this:
Cascio, J. (2009, May/ June). Last-Resort Solutions to Global Warming. The Futurist, 43(3), 8-9. Retrieved from http://168.156.198.98:2048/
login?url=http://search.ebscohost.com/ login. aspx?direct=true&db=aph&AN=37809125&site=ehost-live
Johansen, B. E. (2006). Global warming in the 21st century. Westport, CN: Praeger Publishers.
National Geographic Society. (2010). Environment Section. In What Is Global Warming? The Planet Is Heating Up—and Fast. Retrieved July 21, 2010, from National Geographic Society website: http://environment.nationalgeographic.com/ environment/ global- warming/ gw-overview.html
Riddoch, L. (2009, July 24). Meltdown ‘to open Arctic tanker route’. The Guardian, p. 6. Retrieved from http://168.156.198.98:2054/
pqdweb?did=1799739961&sid=1&Fmt=3&clien tId=5581&RQT=309&VName=PQD
…..And here is what you could get:
The Big 6 (or 7 in this case)
Steps to great researchFollow the Info Lit Rubric
1. What is the task and end product?2. What is the problem to be solved (do I fully
understand the assignment)?3. What information is needed to solve the
problem?4. Choose topics that interest you (if they let
you)5. Form a thesis statement around your topic6. Create questions to guide your research7. QUESTION!!!!
Task Definition: QUESTION!!!!
1. How will you search for the information?2. What are all the possible sources of
information?3. What are the best of all the possibilities?4. Web or Print sources?5. PLAN!!!!
Info Seeking Strategies: PLAN!!!!
1. Where are these sources?2. Where is the information within each
source?3. Are my sources Biased? Scholarly?4. Locate sources (intellectually and
physically)5. Online databases, Web, Books, Print
sources, speeches, etc. – are they able to be cited?
6. Start to narrow your focus.7. GATHER!!!!
Location and Access: GATHER!!!!
1. How can I best use each source?2. What information does the source
provide?3. What specific information is worth using?4. What fits my focus?5. Engage with the content (listen, read,
watch, etc.)6. Extract relevant information for your work
through note-taking, paraphrasing/summarizing,
7. SORT, SIFT, ANALYZE!!!
Use of Info: SORT, SIFT, ANALYZE!!!!
1. How do you want to present your results?2. What will the final product look like?3. How does the info from all sources fit
together? 4. Organize your information.5. How is the information best presented?6. Who is the audience?7. BRING IT ALL TOGETHER!!!!
Synthesis: BRING IT TOGETHER!!!!
1. How effective have you been? 2. Does the final result match your task? Did
it change focus along the way?3. Was the problem solved?4. How could you have done better?5. Judge for effectiveness and efficiency.6. How can I use what I learned in this
process in other ways/areas/classes?7. WHAT’S MISSING???
Evaluation: WHAT’S MISSING???
1. Did I seek/use enough information from diverse sources?
2. Did I practice ethical behavior and respect when using the intellectual property of others?
3. Did I plagiarize?4. Did I provide bibliographic sources so that
others may use my work properly and to their advantage?
5. Did I fact check, check for bias, timeliness, accuracy, etc.?
6. Did I use it ethically –credit where/when due???
Social Responsibility: (the hidden #7 in
this Big 6): Did I use it ethically???
Task Definition = QUESTIONInfo Seeking Strategies = PLANLocation and Access = GATHERUse of Info = SORT, SIFT, ANALYZESynthesis = BRING IT ALL TOGETHEREvaluation = WHAT’S MISSINGSocial Responsibility = DID I USE IT
ETHICALLY
Review the Big 7 – We all do this daily
Partner on evaluating sources and bibliographies used in papers
Help add Info Literacy components into your existing assignments
Identify library resources for your classes that avoid copyright issues and work under “Fair Use”
Identify Open Education Resources to assist in teaching
Purchase the needed materials for the library collection that you need for your classes/assignments (heads up)
Provide orientations…these work best if we have your assignment to build from
Deliver online/video tutorials and streaming live orientations for all classes (online or face-to-face)
What we (librarians) can do to help you
Schedule more than one, 50-minute orientation (2 workshops are better than 1) to divide material
Be clear about your assignment mandates and the resources/parameters you expect your students to useIf you don’t know how to use/find it, we can help
Be willing to share your students’ work with us so we can score their bibliographies on our rubric…only way we know if we are doing a good job and what can be done better
Stay with your classes during orientations so we can bring your input into the discussions
What you can do for/with us
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