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Developmental Mastery of Information Literacy Skills. ACA’s Project Workshop on Integration of Library Materials and Information Literacy March 22, 2008 Melissa Garrett, Union College [[email protected]] And Emaly Conerly, Carson-Newman College [[email protected]]. - PowerPoint PPT Presentation
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Developmental Mastery of Information Literacy Skills
ACA’s Project Workshop on Integration of Library Materials and Information Literacy
March 22, 2008
Melissa Garrett, Union College[[email protected]]
And Emaly Conerly, Carson-Newman College
Points to consider for Developmental Mastery of Information Literacy:
ACRL IL Standards
Learning Stages
Discipline
Taxonomy of Learning
Campus Culture
Pedagogy
ACRL Information Literacy Standardshttp://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm
• The information literate student:• Standard 1
Determines the nature and extent of the information needed.• Standard 2
Accesses needed information effectively and efficiently.• Standard 3
Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
• Standard 4Individually or as a member of a group, uses information effectively to accomplish a specific purpose.
• Standard 5Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
Campus Culture
• Commitment to the development of life-long learning for students
• Openness to change and learning by the librarians and the faculty
• Collaboration between faculty and librarians• Use and on library resources and services in course
instruction dependence • Support for information literacy at multiple levels, from
college administration to librarians
Bloom’s Taxonomy of Educational ObjectivesA. Lower skills
1. Knowledge*list, name, describe, state, measure, label, summarize
2. Comprehension*identify, illustrate, explain, classify, indicate
3. Application*perform, use, manipulate, assess, change, demonstrate
B. Higher Skills4. Analysis*analyze, discriminate, criticize, infer, conclude5. Synthesis*combine, discuss, argue, derive, reconstruct, design, relate6. Evaluation*support, attack, appraise, judge, justify, clarify
Scholarly Publication: Books and journals, print and online
Popular Publication: Books, magazines and newspapers, print and online
Author Is a noted professional or expert Is a journalist, student, popular author; or may not be listed
Advertising Very little or highly specialized Significant amount
Audience Advanced reading level; may have specialized vocabulary Basic reading level for a general audience
Indexing Articles are listed in specialized indexes; for example PsycINFO, Biosis or Humanities Index
Articles are listed in general indexes; for example Reader's Guide or Periodicals Index
Purpose Discusses a specific scholarly field Current events, general interest items
Review Policy
Articles are reviewed by peers; editorial board composed of scholars in the field
Editor or editorial board are members of the magazine's staff
Sources A list of references is included at the end of each article Articles rarely include references
Credit: John Adkins, University of Charleston
ACRL IL Standard 1.2.d.
Do our students come to us ready to move right through these learning stages?
T
Thinking Mode A: Sgt. Friday – Just the Facts Ma’am 1st teaching/learning task: Change student’s concept of knowing from memorizing to understanding Transition 1: Understanding that knowledge is uncertain 2nd teaching/learning task: Recognizing legitimate uncertainty
Thinking Mode B: Baskins Robbins – Anything GoesTransition 2: Perceiving opinion as insufficient 3rd teaching/learning task: Teaching students to develop criteria for making judgments, to compare and contrast
Thinking Mode C: Playing the Teachers’ Games Transition 3: Convincing students that the game matters
4th teaching/learning task: Tying analysis to values
Thinking Mode D: Playing like a Pro
(Chuck Bonwell, TLI, ACA, June, 2007)(
C-N Library Homepage Gateway to our Resources and Services
Lib 101 1st Class Session
Lib 101 2nd Class Session
The Jeopardy! Information Literacy Challenge Jeopardy! Information Literacy
Challenge
Emphasize these resources:$$SelectedUnderutilized
Internet
Multi-Media, Interactive
Journals
Books
Subject-Specific Reference
Bibliographies
General Reference
_________________________________________________________________
Pathfinder: a Dynamic Model
Discipline or Subject Content
• Flow of information and importance of currency of information
• Specialized vocabulary• Formats and methods of organization used in
writing• Authorities and credentials presented?• Primary/secondary sources?• Use of statistics, field research, interviews,
ethnographies?• Documentation style used
Union College & Information Literacy: Maximizing Fitness Peaks in the IL Adaptive Landscape
• Summer 2006 – Library initiates 5-Year BI Plan (ACA FELR Grant)– IL standards included in three of Union College
Goals for General Education (Communication; Critical Thinking; Learning Skills)
– Library BI Plan links BI session syllabi w/Goals for General Education and ACRL Information Literacy Competency Standards for Higher Education
– Incremental progression: Basic Library Orientation; ENCO 101-102; Entry-Level Discipline-Specific Courses; Capstone Courses
• Spring 2007 – IL outcome consolidated and added to UC Liberal Education Outcomes – Liberal Learning Goal 1: Communication SkillsA Union student should, by graduation, be able to:
• 1.4 locate, evaluate (for authenticity, validity and reliability) and use effective graphical, aural and textual information available through libraries, community resources, special interest organizations, media and the internet.
• Academic Assessment Committee– Determine assessment measures– Each Academic Program to identify course(s) which
assess the Liberal Education Outcomes
Managing It All: a Few Tools to Encourage Developmental Mastery
• Weeks-Townsend Memorial Library Assessment Plan
• Library Session syllabi • Pathfinder Model
– Provides overview of possible resources– Links with library Learning and Information Resources– Permits Discipline-specific application
• Taxonomy & IL Outcomes Working Chart– Lower & Higher Skills at a glance– Alignment of Skills w/ACRL IL outcomes
Unit Objective Link to Vision Expected OutcomeAssessment Criteria & Evaluation Methods
Maintain % use of WTML resources in 099 and 1xx courses
180% plus students using at least 1 recommended WTML resource
Bibliographies/works cited from student assignments following formal BI sessions
Syllabi for BI sessions:
• Include a Module or Session Description which gives an overview of the session(s)
• Link student learning outcomes to Union College Liberal Education Outcomes and ACRL Information Literacy Competency Standards
• Include assessment method and goal• Coordinate w/Discipline-Specific course or assignment
– Outcomes– Resource requirements
Fall 2007: First-Year Students
Bloom’s Taxonomy
• Knowledge
• Comprehension• Application
Library Instruction Sections• 50-minute Basic Library Orientation
(Welcome Weekend)• 50-minute Research Overview• 50-minute Discipline-Specific BI
– IL outcomes linked to Discipline-Specific course outcomes/assignment outcomes(Ready to Learn Workshop, May 2007)
Carson-Newman College & Information Literacy: From Big Bang to Evolution
1. 2003: The Big Bang- WebCT Tutorial: 8 modules
Pretest Orientation to the Carson-Newman Library Introduction to types of information resources Defining the information need Locating information resources on a topic Evaluating information resources found Using information resources ethically and legally Post test
- Developed using the ACRL Standards and Learning Outcomes (We taught it all!)
- Taught in English 101 sections- Two class sessions: library tour, hands-on lab session- Killer Worksheets with each module for student homework
2. 2006: Evolution
~ Phase I- Restructuring- Information overload- Emails on ILL listserv: Laddered Information Literacy - Restructured tutorial & Senior quizzes- Library Outreach- Aids to students and faculty on Library Homepage
~ Phase 2: Information Literacy Initiative- Approvals & Support: Provost, Academic Council, Academic Programs Committee- Revised General Education Program- Information Literacy – Core Component in each LA101 course & other core courses- For LA 101 courses (Freshman): WebCT IL Tutorial, research log, multiple library mini-sessions- C-N 101 – New, revised Scavenger Hunt- Library instruction in English 101 and Religion 101- IL instruction in first major course- IL instruction in Capstone Major Senior course & IL Senior quiz
http://www.oswego.edu/library/instruction/outcomes.pdf
Example of Laddered Information Literacy Learning Outcomes: SUNY Oswego