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© Eisenberg 2004
Mike EisenbergThe Information School
University of Washington
Information Literacy:Ensuring Effective Use of
Information
© Eisenberg 2004
Information LiteracyInformation Literacy
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
Why This is Important…Why This is Important…
© Eisenberg 2004
“To ensure that
students...are effective
users of ideas and
information.”
Information Power: Building Partnerships for Learning, AASL and AECT, 1998.
Why?Why?
© Eisenberg 2004
• What does this have to do with me?
• Is this what libraries are really about today?
So What?
YES!
© Eisenberg 2004
ProblemsProblems
• Everyone – information access, overload, quality
• Students – gaining essential information knowledge & skills
• Schools – providing meaningful learning opportunities
• Librarians – becoming central “players” (delivery and recognition)
© Eisenberg 2004
SolutionSolution
• Active, engaged, vibrant library programs
• Highly knowledgeable and skilled librarians
• Programs and professionals directly focused on learning – in all types of libraries
© Eisenberg 2004
Example – Master’s CurriculumUniversity of Washington
Example – Master’s CurriculumUniversity of Washington
• Required Course: LIS 560 Instructional and Training Strategies for Information Professionals
• Develops knowledge and skills in instruction and training functions for library and information settings.
• Issues and strategies for learning and teaching.
• Design, development, and evaluation of information and technology literacy programs.
• Addresses the needs of users when designing and delivering instruction.
© Eisenberg 2004
Information Problem #1:Overload
Information Problem #1:Overload
• Information overload, information anxiety
• Just too much “stuff”; people can’t keep up.
© Eisenberg 2004
“More new information has been produced in
the last 30 years than in the previous 5,000.”
(Source: Large, P., The Micro Revolution, Revisited, 1984)
Information OverloadInformation Overload
© Eisenberg 2004
Today, a daily newspaper has more print information in it than a person would come across in an entire lifetime in
the 17th Century.
David Lewis “Introduction to Dying for Information,” www.reuters.com/rbb/research/dfiforframe.htm, 1996
Information Overload
© Eisenberg 2004
Solutions to Information Overload?
Solutions to Information Overload?
• Speed things up?
• Pack in more and more content?
• Add more technology?
© Eisenberg 2004
Speeding Up – The Solution?
© Eisenberg 2004
Speeding Up – The Solution?
© Eisenberg 2004
Solutions to Information Overload?
Solutions to Information Overload?
• Speed things up?
• Pack in more and more content?
• Add more technology?
© Eisenberg 2004
The Solution – Technology?The Solution – Technology?
© Eisenberg 2004
The Solution – Technology?The Solution – Technology?
© Eisenberg 2004
The World Wide WebThe World Wide Web
www.ed.gov
www.enc.org
geminfo.org
www.askeric.org
www.ukans.edu
sccac.lacoe.edu
www.csn.net/RMC/star/
www.prel.hawaii.edu
www.vais.net/~edoig/
www.netaxs.com/~edoig/home.html
www.ticllc.net/~gpiacesi/
home.gvi.net/~edoig/
home.gvi.net/~edoig/western/
www.edc.org/hec/www.lll.hawaii.edu/nflrc/
carla.acad.umn.edu/
polyglot.cal.msu.edu/clear/home.html
www.cal.org/cal/html/nflrc.htm
www.educ.iastate.edu/currinst/nflrc/nflrc.html
www.cohums.ohio-state.edu/flc/
larcnet.sdsu.edu//
sfa.ed.govtrio.ume.maine.edu/~nceoa/nceoa.html
www.edc.org/FSC/MIH/www.naric.com/naric/
www.ncddr.org
www.ucpa.org/atfsc.html
www.resna.org/resna/hometa1.htm
www.aed.org/special.ed/frc.html
www.osc.edu/CSNP/GLARRC.HTML
www.ihdi.uky.edu/projects/MSRRC/index.html
www.educ.drake.edu/rc/RRC/mprrc.html
www.edc.org/FSC/NCIP/
www.cec.sped.org/cl-menu.htm
© Eisenberg 2004
www.ed.gov
www.enc.org
geminfo.org
www.askeric.org
www.ukans.edu
sccac.lacoe.edu
www.csn.net/RMC/star/
www.prel.hawaii.edu
www.vais.net/~edoig/
www.netaxs.com/~edoig/home.html
www.ticllc.net/~gpiacesi/
home.gvi.net/~edoig/
home.gvi.net/~edoig/western/
www.edc.org/hec/www.lll.hawaii.edu/nflrc/
carla.acad.umn.edu/
polyglot.cal.msu.edu/clear/home.html
www.cal.org/cal/html/nflrc.htm
www.educ.iastate.edu/currinst/nflrc/nflrc.html
www.cohums.ohio-state.edu/flc/
larcnet.sdsu.edu//
sfa.ed.govtrio.ume.maine.edu/~nceoa/nceoa.html
www.edc.org/FSC/MIH/www.naric.com/naric/
www.ncddr.org
www.ucpa.org/atfsc.html
www.resna.org/resna/hometa1.htm
www.aed.org/special.ed/frc.html
www.osc.edu/CSNP/GLARRC.HTML
www.ihdi.uky.edu/projects/MSRRC/index.html
www.educ.drake.edu/rc/RRC/mprrc.html
www.edc.org/FSC/NCIP/
www.cec.sped.org/cl-menu.htm
© Eisenberg 2004
• Found 454,150 possible sites through Altavista.
• If spent 5 minutes on each, would take over 37,000 hours to review.
• Assuming at least 100-200 that appear to be right on target. Using these meaningfully could easily take an additional 50 - 100 hours.
• Total Potential time to spend: 635 days or almost 2 years!!!!!
“Should my child be immunized? Are immunizations safe?”
Overload: Example
© Eisenberg 2004
LibraryLibrary
Books Technology
It’s not print vs. digital
© Eisenberg 2004
LifeLife
It’s not air vs. water
Air Water
© Eisenberg 2004
However…However…
The amount of information available digitally will continue to increase dramatically.
The percent of digital information and services used by people will continue to increase dramatically.
© Eisenberg 2004
• When almost everything is digital?
• When services, resources, & info are increasingly provided virtually?
Will we need libraries?Will we need libraries?
ABSOLUTELY
ABSOLUTELY
!!!!Our Time
Our Time
Is Now!!!
Is Now!!!
© Eisenberg 2004
Information OverloadInformation Overload
•A Major Problem for Most A Major Problem for Most PeoplePeople
•A Major Opportunity for A Major Opportunity for Libraries!Libraries!
© Eisenberg 2004
Problems = Opportunitiesfor Libraries
Problems = Opportunitiesfor Libraries
RE Information overload; libraries can:
– help people make sense of the glut of information through services (e.g., the 24/7 digital reference desk).
– put new technologies to work.
– fill the digital divide.
–Teach essential information literacy skills!
© Eisenberg 2004
Problems = Opportunitiesfor Libraries
Problems = Opportunitiesfor Libraries
© Eisenberg 2004
Computers today are one million times more powerful than those 20 years ago.
© Eisenberg 2004
20 Years Ago: 198320 Years Ago: 1983
• Apple II
• IBM PC
• Compaq “portable”
• Mainframe, centralized control and services dominated
© Eisenberg 2004
In 20 years computers will In 20 years computers will be one million times more be one million times more powerful than today!powerful than today!
© Eisenberg 2004
Today: Developing Information Technologies
Today: Developing Information Technologies
• Tablet PC
• Wireless
• Convergence devices
• Wearable computers
© Eisenberg 2004
Information Problem #2: Quality
Information Problem #2: Quality
© Eisenberg 2004
QualityQuality
• Researchers (Rand) checked out 6 health Web sites and 12 sites dedicated to specific diseases.
• How frequently Web sites are complete and accurate:
U.S. News & World Report, June 4, 2001 v130 i22 p10
© Eisenberg 2004
QualityQuality
Breast cancer 63%
Depression 44%
Obesity 37%
Childhood asthma 33%
U.S. News & World Report, June 4, 2001 v130 i22 p10
© Eisenberg 2004
“More than 2/3 of teens said within the last year that they
use the Internet as their major resource when doing a big
project for school..." Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP )
QualityQuality
© Eisenberg 2004
Information OverloadProblem: Quality
In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research!
Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16.
Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html
© Eisenberg 2004
QualityQuality
• The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows.
• But – just as interesting, when he was finally “uncovered,”
Advice on the Net:
Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001)
© Eisenberg 2004
QualityQuality
• The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows.
• But – just as interesting, when he was finally “uncovered,”
Advice on the Net:
Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001)
the demand for his advice still continued!
© Eisenberg 2004
The Solution?The Solution?
• Discourage Web Use?
• Filtering?
© Eisenberg 2004
• Helping people to be discriminating users of information!
• Helping people learn essential information & technology skills!
INFORMATION LITERACY
Alternative SolutionAlternative Solution
© Eisenberg 2004
“To be information literate, a person must be able to recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information.”
American Library Association, 1989
Information LiteracyInformation Literacy
© Eisenberg 2004
Information Literacy
• Beyond location & access
• Beyond keyboarding or any particular software product
• The full range of information skills & technology skills within the information process.
© Eisenberg 2004
A Widely Recognized Need
© Eisenberg 2004
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
ForLan
gArts
Scien
ce
Enviro
n
Quant
Divers
ity
NonMaj
or
Mgm
t
AcadM
ajor
Readin
g
Writ
ing
GroupW
rk
Technol
Indep
Wrk
Speaki
ng
Info
Use
ProbSolv
Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads
Survey of Valued SkillsFall 2001
www.washington.edu/oea/9811.htm
• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading
© Eisenberg 2004
Survey of UW StudentsSurvey of UW Students
Fresh
1998
Senior
2001Diff
50% 68% 18% Defining and solving problems
42% 72% 30%Locating information needed to help decisions or solve problems
39% 67% 28%Working effectively with modern technology, especially computers
37% 64% 17% Critically analyzes written information
50% 67% 17% Writing effectively
Rated their own competence as “very good” or “excellent”:
© Eisenberg 2004
Information LiteracyInformation Literacy
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
Information Literacy Models
Information Literacy Models
• AASL Information Literacy Standards– www.ala.org/aasl/ip_nine.html
• ACRL Information Literacy Standards– www.ala.org/acrl/ilintro.html
© Eisenberg 2004
K – 12 K – 12
© Eisenberg 2004
• Information Literacy
• Independent Learning
• Social Responsibility
AASL – Nine Information Literacy Standards for Student Learning
http://www.ala.org/acrl/ilintro.html
© Eisenberg 2004
1. accesses information efficiently and effectively.
2. evaluates information critically and competently.
3. uses information accurately and creatively.
AASL – Nine Information Literacy Standards for Student Learning: INFORMATION LITERACY
www.ala.org/aasl/ip_nine.html
The student who is information literate
© Eisenberg 2004
Information Literacy Models, K12Information Literacy Models, K12
• Kuhlthau – The Information Search Process
• McKenzie – The Research Cycle (1995) www.fno.org
• Pappas/Tepe - Pathways to Knowledge Information Skills www.pathwaysmodel.com
• Stripling/Pitts Research Process Model
• Eisenberg/Berkowitz – The Big6 www.big6.com
© Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
Information LiteracyThe Big6™ Skills
© Eisenberg 2004
Information Literacy Models
Eisenberg (1997) www.big6.com/comparison_chart.gif
© Eisenberg 2004
Higher EducationHigher Education
© Eisenberg 2004
Association of College Research Libraries (ACRL)
Association of College Research Libraries (ACRL)
• Information Literacy Standards for Higher Education
• 5 Standards
© Eisenberg 2004
1. determines the nature and extent of the information needed.
2. The information literate student accesses needed information effectively and efficiently.
ACRL: Information Literacy CompetencyStandards for Higher Education
http://www.ala.org/acrl/ilintro.html
The information literate student
© Eisenberg 2004
3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. individually or as a member of a group, uses information effectively to accomplish a specific purpose.
http://www.ala.org/acrl/ilintro.html
The information literate student
ACRL: Information Literacy CompetencyStandards for Higher Education
© Eisenberg 2004
5. understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
http://www.ala.org/acrl/ilintro.html
The information literate student
ACRL: Information Literacy CompetencyStandards for Higher Education
© Eisenberg 2004
ACRL Standards Big61. determines the nature and extent of the
information needed.Task Definition
Information Seeking Strategies
2. accesses needed information effectively and efficiently.
Location & Access
3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Use of Information
3. incorporates selected information into his or her knowledge base and value system.
4. uses information effectively to accomplish a specific purpose.
5. uses information ethically and legally.
Synthesis
5. uses information ethically and legally. Evaluation
© Eisenberg 2004
Information Literacy in Action
Information Literacy in Action
© Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
Information LiteracyThe Big6™ Skills
© Eisenberg 2004
For the Very Young (preK – 1)The Super 3The Super 3
• Example:
• Making a picture of signs of Spring
© Eisenberg 2004
The Super 3
Beginning - Plan
You are the main character in a story:
Middle - Do
End - Review
© Eisenberg 2004
Super 3 LessonSuper 3 Lesson
– book
– computer
– person
– self
Creating a “culture of citing”
Use rubber stamps
© Eisenberg 2004
© Eisenberg 2004
Assignment—Recycling
1Create a picture book on recycling in your home or community.
4Make a presentation (with multimedia aids) on recycling (3 different types or methods).
9Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.
14Argumentative essay: Is recycling the answer to waste management?
© Eisenberg 2004
Task DefinitionTask Definition
1.1 Define the problem
1.2 Identify the information needed
© Eisenberg 2004
9th Grade Social Studies9th Grade Social Studies
• Leon -
• Recycling project
• Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.
© Eisenberg 2004
Information Seeking Strategies
Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
© Eisenberg 2004
Lesson: Info Seeking Strategy Criteria
Lesson: Info Seeking Strategy Criteria
© Eisenberg 2004
easy to use available current affordable fun
on the topic (valid) reliable/authoritative accurate precise complete
Lesson: Info Seeking Strategy Criteria
© Eisenberg 2004
Location & Access
3.1 Locate sources
3.2 Find information within sources
© Eisenberg 2004
Use of Information
4.1 Engage (read, hear, view)
4.2 Extract relevant information
© Eisenberg 2004
Synthesis
5.1 Organize
5.2 Present
© Eisenberg 2004
Evaluation
6.1 Judge the result
6.2 Judge the process
© Eisenberg 2004
Themes of the Big6Themes of the Big6
1. The Big6 process can be applied in all subjects, with people of all ages.
The Big6 is not just for kids.
© Eisenberg 2004
Themes of the Big6Themes of the Big6
2. The Big6 is an adaptable and flexible; it can be applied to any information situation.
© Eisenberg 2004
Themes of the Big6Themes of the Big6
3. Using the Big6 is not always a linear, step-by-step process.
TDTD
ISSISSL&AL&A
UIUISS
EE
© Eisenberg 2004
The Big6: Not LinearTask
Definition
Information Seeking
Strategies
Location and Access
Information Use
Synthesis
Evaluation
© Eisenberg 2004
The Big6: Non-LinearThe Big6: Non-Linear
TDTD
L&AL&A
UIUI
ISSISS
SS
EE
© Eisenberg 2004
The Big6: Not LinearThe Big6: Not LinearTDTD
L&AL&A
UIUI
SS
EE
ISSISS
EE
L&AL&AUIUI
UIUI
ISSISS
SS
SS
SS
© Eisenberg 2004
Themes of the Big6Themes of the Big6
4. Technology skills take on meaning within the Big6 process.
© Eisenberg 2004
The new A, B, C’s…?The new A, B, C’s…?
© Eisenberg 2004
Technology?Technology?
© Eisenberg 2004
Technology - Out of Context
• Multimedia production (PowerPoint)
• ftp• Programming
• Instant Messaging
• HTML• Telnet
• Algorithms
• Video production
• E-Mail • Word processing
• Group discussion
• Use of operating systems
• Statistical analysis presentation
• Database management systems
• CAD/CAM
• Copy/paste
• Web page design
• Graphics
• Chat
• Web browsing
• Electronic indexes
• Web searching• Online catalogs
• Electronic spreadsheets
• Upload/download
• Spell/grammar check
• Brainstorming software• PDAs
• Inspiration
• Hyperstudio
© Eisenberg 2004
• E-Mail • Word processing• Group discussion• Online catalogs• Electronic indexes• Web browsing• Web searching• Electronic
spreadsheets• Upload/download• HTML• Spell/grammar check• Brainstorming software• PDAs• Video production• Algorithms• Instant Messaging
• Multimedia production (PowerPoint, Hyperstudio)
• ftp• Chat• Graphics• Database management• Inspiration• Use of operating
systems• Web page design• Copy/paste• Statistical analysis
presentation• CAD/CAM• Telnet• Programming
Better, But Still Out of Context
© Eisenberg 2004
Technology in Context
TASK DEFINITION
Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems
INFO SEEKING STRATEGIES
Students identify and assess computerized resources as they develop information seeking strategies toward their problem.
LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.
USE OF INFORMATIONStudents connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.
SYNTHESIS
Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.
EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency
© Eisenberg 2004
Information LiteracyInformation Literacy
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
How?CONTEXT!!
WARNING! Teaching information & technology
skills out of context is hazardous to your students’ health.
© Eisenberg 2004
Context #1: the process information problem solving - the Big6
Context #2: technology in context technology within the process
Context #3: real needs in real situations
curriculum – assignments (papers, projects, tests)
work-related needs personal needs
How?
© Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
Context #1: The ProcessThe Big6™ Skills
© Eisenberg 2004
Technology in Context
TASK DEFINITION
Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems
INFO SEEKING STRATEGIESStudents identify and assess computerized resources as they develop information seeking strategies toward their problem.
LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.
USE OF INFORMATIONStudents connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.
SYNTHESISStudents organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.
EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency
© Eisenberg 2004
Technology out of Context
Killer WhalesOrcinus Orca
A Report by the Great Mike Eisenberg
Do they eat people?
Why do we call them killer whales?
Link to PowerPoint File:
“Killer Whales 1 – intro”
© Eisenberg 2004
Technology in Context
Link to PowerPoint File:
“Killer Whales 2 – organizing slides”
© Eisenberg 2004
Context #3:Real needs in real situations
• School - assignment for class, homework, paper, project, report, taking a test
• Life - selecting a movie, succeeding in sports, birthday gift
• Work - career choices, decision-making, briefings, reports
© Eisenberg 2004
Context StrategyLooking for “Big Juicies”
Context StrategyLooking for “Big Juicies”
Are important units/topics in the curriculum:
• have a longer duration
• reach many students
• involve a paper, report, project, or product
• use multiple resources
• involve a range of teaching methods
© Eisenberg 2004
ConclusionConclusion
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
ConclusionConclusion
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
ConclusionConclusion
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
ConclusionConclusion
1. Why is information literacy important – for society? – for libraries?
2. What do we mean by information literacy?
3. How is information literacy best learned?
© Eisenberg 2004
Thanks for
listening!