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36th Annual Workshop on Instruction in Library Use
York University, TorontoMay 2007
Ganga Dakshinamurti, Ph.D., Librarian
Albert D. Cohen Management Library
Lena Horne, Ph.D., Associate Professor
Department of Textile Sciences
The University of Manitoba
Crossing Boundaries: A Case Study of Integration of Information Literacy Through
Partnership
What Motivated Us to Collaborate?
1. Institutional priorities.
2. A revised undergraduate program.
3. Personal commitment to student’s learning.
Institutional Priorities
• University of Manitoba Libraries strategic plan
• Information Literacy Coordinator
Personal Commitment
• Student learning environment• Information literate students
Revised Undergraduate Program in Textile Sciences
• Interdisciplinary• “Lock step” sequence of courses• Premium on current development
Textiles, Products, and Consumers
• First-year course open to all students• Uses the supply chain as a template• Without a suitable textbook
Customers
Retailers
Distributors
Manufacturers
Suppliers
Raw Material Vendors
Supply Chain Framework
Natural and synthetic fibers
• Spinning
• Weaving
• Knitting
• Dyeing
• Finishing
Manufacturers of textile products.
Customers
Retailers
Distributors
Manufacturers
Suppliers
Raw Material Vendors
• Gov’t documents• annual reports from corporations• trade association websites• Trade
magazines• company websites
• Academic journals• Gov’t documents• Business data bases• Company websites
• Business data bases• Trade magazines• Gov’t documents• Company websites
• Websites• Business data bases• Books• Gov’t documents
Supply Chain Framework
Need for Collaboration
Interdisciplinary nature
Textile scienceEconomicsBusinessGeographySociologyPsychology
Professor’s Standards
• What is it? • Where appropriate, major historical
events.• What are the current developments?
Professor’s Standards
• What is it? The wool industry• Major wool production regions• Output statistics• Economic significance • Where appropriate, major historical
events.• Collapse of the reserve price system• What are the current developments?• Scientific research
Librarian’s Standards
• Integrate information literacy development with curriculum
• Introduce resources at the appropriate moment in a course
• Match complexity of search skills to the sequence and level of course material
• Meet information literacy standards
Absence of a Textbook as a Hook
• The role of textbooks.• How to use the on-line catalogue system
to search Textile Sciences book titles.• Other media and sources
Assignments with IL Components
Given two tools, which one will help you finish the job?
Assignments with IL Components
Cotton Production Statistics
Tools
Two websites on cotton production:www.nationmaster.com
www.cottoninc.com
Question
If you need to use 2006 data on world cotton production and consumption, which website would you use? Defend your answer.
Evaluate currency of information
www.nationmaster.com www.cottoninc.com
Question
From the exports, imports, production, and use data, can you find any information that helps to explain the ranking of cotton producing countries? Defend your answer.
Factual versus interpretive information
www.nationmaster.com www.cottoninc.com
Question
Evaluate the websites using the criteria listed under “Accuracy” and “Authority” in Web Evaluation “ABCs”. Which source would you use if you want to know something about the cotton industry beyond simple industry statistics?
• Learn evaluative criteria, two at a time• Careful reading of material
Assignments with IL Components
When I need to know something about the Canadian apparel industry
…..
Structure of the Canadian Apparel Industry
• The role of print and electronic publications as sources of information for an industry.
• Websites that contain credible information on the global textile and apparel industries.
• Criteria for evaluating credibility of websites and other sources.
Tools
Two sources containing descriptive information on the Canadian apparel
industry:www.strategis.ic.gc.ca www.fpinfomart.ca
Questions
1. How does the Financial Post define the Canadian apparel industry?
2. How does Strategis define the Canadian apparel industry?
3. What can you get from the Financial Post that you cannot get from Strategis?
www.strategis.ic.gc.ca www.fpinfomart.ca
Question
If you are writing a paper on the performance of the Canadian apparel industry over time, which source would you use? Defend your answer by referring to the criteria in “Web Evaluation ABCs”.
• Snapshot versus historical account• Practice using relevant evaluative criteria
Assignments with IL Components
Use more than two tools at a time!
Innovative Uses of Textiles
Question
Find one innovative end use for each of the following textile applications:
• Military end uses (apparel or non-apparel)• Medical or health end uses (non-apparel)• Sports or recreation end uses (apparel)• Fashion apparel end uses
Practice using keywords
More Questions
• Who makes this textile and/or product?
• Where is this company located?• Is it a private or a public company?• How long has this company been in
business?• Is textiles this company’s primary
business?
Sources of Information on Companies
The librarian:
• Showed newspapers, directories, company bibliographies, annual reports and websites as sources of information on companies.
• Evaluated relevance of information in each source.
“Course-Integrated Instruction” Criteria
(Allegri, 1985)
1. Faculty and librarian involvement in planning, delivery, and evaluation of program.
2. Curriculum based information literacy instruction.
3. Mandatory student participation.
4. Credit received for participation.
Criterion 4
Credit for Student Participation
Evaluation
1 term test = 20%2 assignments @ 15% each = 30%IL competency =
15% Final exam = 35%
Future Plans
Undergraduate Program• Formalize learning activities –
modules/online delivery• Higher levels of information literacy
development in 2000, 3000, and 4000 level courses.
Graduate Program
• Information literacy as the foundation for literature review segment of research methods course.
Essential Elements for Successful Partnership
• A shared, understood goal• Mutual respect, tolerance, and trust• Competence for the task at hand by
each of the partners, and• Ongoing communication
(Ivey,2003, p. 2)