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INFORMATION LITERACY: CASE STUDIES AND PRACTICES. Edmonton, Alberta June 3, 2010. Welcome Introduction to Information Literacy Concepts Three approaches to embedding I.L. into the curriculum Teaching partnership models “Why didn’t I know this before?” - PowerPoint PPT Presentation
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INFORMATION LITERACY: CASE STUDIES AND PRACTICES
Edmonton, Alberta June 3, 2010
Outline
• Welcome
• Introduction to Information Literacy Concepts
• Three approaches to embedding I.L. into the curriculum
o Teaching partnership models
o “Why didn’t I know this before?”
o Developing and promoting a successful formal I.L.
plan
• Q & A
Your presenters are…
• Red Deer College Paul Boultbee, Librarian Dr. Stéphane-D. Perreault, History Instructor
• University of Alberta Denis Lacroix, Romance Languages Librarian
• Athabasca University Elaine Fabbro, Head, Information Literacy and Public
Services Peggy Lynn MacIsaac, Reference Services Librarian Anne LePage, Technical Services Librarian (Convenor)
Information Literacy Concepts
What is Information Literacy?
Skills and competencies related to accessing, evaluating and using information.
I.L. can be a part of an Information Fluency model comprised of information, computer and media literacies.
Information Literacy Concepts
There are many Information Literacy standards in use.
AU, RDC, and U of A, each use one of the following:
Association of College and Research Libraries, (ACRL)http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Australia and New Zealand Institute for Information Literacy, (ANZIIL) http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf
ACRL Information Literacy Standards
• An information literate person is able to:
o Determine the extent of information neededo Access the needed information effectively and efficientlyo Evaluate information and its sources criticallyo Incorporate selected information into one’s knowledge baseo Use information effectively to accomplish a specific purposeo Understand the economic, legal and social issues
surrounding the use of information, and access and use
information ethically and legally
(Association of College and Research Libraries, 2000, 2-3)
ANZIIL Information Literacy Standards
An information literate person is able to:
o Recognizes the need for information and determines the nature and
extent of the information needed
o Finds needed information effectively and efficiently
o Critically evaluates information and the information seeking process
o Manages information collected or generated
o Applies prior and new information to construct new concepts or create
new understandings
o Uses information with understanding and acknowledges cultural,
ethical, economic, legal, and social issues surrounding the use of
information
(Australia and New Zealand Institute for Information Literacy, 2004,15)
Information Literacy Concepts
Theories that inform our I.L. work:
o Constructivism
o Contextual hands-on learning
o Action research
Evaluation of I.L. initiatives:
o Evaluation of workshops and classes to adjust future delivery
o WASSAIL can be used as a pre-test and post-test tool, as well as
student evaluation of workshop sessions.
Information Literacy Concepts
Continuum of I.L. initiatives:
o Self-paced tutorials and guides
o Single concept classes
o Multi-pack classes
o Embedded
o Co-teaching
o Stand alone I.L. credit courses
Teaching Integration Network
(Lacroix, D., 2010)
Information Literacy Concepts
"These skills not only help to ensure that students are able to
navigate through higher education successfully, but are essential
in the creation of self-directed learners who function well in society
and are able to cope with the information demands of the
workplace.”
(Badke, 2008, 3)
Collaborating for Success:Collaborating for Success:Instructional Partnerships for Improved Student Instructional Partnerships for Improved Student
Information FluencyInformation Fluency
Paul Boultbee & Dr. Stéphane-D. PerreaultCanadian Library Association Conference
June 2010
Red Deer College
Certificates
Diplomas
Collaborative degrees
Applied degrees
Trades and technology training
University transfer
Red Deer College Library
Information Literacy at RDC
Instructional Continuum
Single Information Literacy Workshop
• Basic research skills and tools
• Support for course assignments
• Use of databases and catalogue
• Distinguish primary and secondary sources
3-Pack Information Literacy Classes
• Deeper development of research skills and information literacy
• Accessing and assessing information
• Developed in collaboration
• Tied to process in course outline
Embedded Information Literacy
• Mentorship in information literacy• Understand process
• Adaptation to learning styles
• Tailor assignments to IL needs
• Participation of librarian in projects
• Complementarity instructor librarian student
Instructional Continuum
Next Steps
For the Library:For the Library:• Assessment,
assessment, assessment
• Introducing media literacy
• Integrating computer literacy and information literacy
• Marketing to faculty
For the Instructor:For the Instructor:• Assessment• Adapting assignments
to reflect IL skills as well as discipline-specific materials
• Developing awareness in Department
“Why didn’t I know this before?”
Information Literacy in French 301: Research
based in Action
Denis Lacroix
Humanities and Social Sciences LibraryUniversity of Alberta
• Do French 301 students who have been taught information literacy skills over five sessions apply those skills in a course research assignment?
• The project intends to demonstrate the impact of the curriculum-integrated information literacy (IL) instruction model, as implemented in French 301,− to inform the practice of teaching information
literacy in the department of Modern Languages and Cultural Studies (MLCS) and
− to generate theoretical knowledge to support this practice.
Research Question and Objectives
• The idea behind this project is « to attempt an assessment of the actual impact an IL program has on student’s IL level » (Goebel 187).
• The integration of IL in the French curriculum was presented to faculty on the basis of genre theory: librarians can facilitate student learning of disciplinary discourse. (Holschuh Simmons)
• Embedding or integrating a librarian « conspicuously and obviously » in an academic classroom was shown by Meagan Bowler and Kori Street to improve students’ IL scores.
Literature Review
French 301: IL Curriculum• Five module curriculum (taught in French):
1. The initial information search• The research question• Searching using Boolean logic
2. Finding articles using databases and indexes
3. Citing and managing bibliographic information• MLA citation style and annotated bibliographies• Managing information using RefWorks
4. Finding primary sources and other elusive documents
5. Evaluating sources and avoiding plagiarism
• Assignments: Readings, Search strategy, and Annotated bibliography− See French 301 as an example
Research Population
• Students enrolled in section B1 of the French 301 course in the department of Modern Languages and Cultural Studies at the University of Alberta during the winter 2010 term.− 14 students enrolled−12 students participated−9 students completed all of the research
components
Research Methods• Triangulated action research methodology comprised of
− pre- and post-tests, − instructor interview, and − student final project assessment using rubrics based on
the ACRL information literacy standards
• Action Research Methodology− “[I]ntegrates social research with exploratory action to
promote development.” − Involves a combination of strategies like pre- and post-
tests, interviews, surveys, teacher observations…− Results in “actionable knowledge” (Given 4)
Predicted Results
• It is hypothesized that −post-test scores will be higher than pre-test results.−high post-test scores will correlate with high final IL
project and final essay scores.− final essay scores will also be high thanks to the
input of IL.
Change in IL Skills from Pre- to Post-Test
Actual Results
Figure 1
Pre- and Post-Test Gains v/s IL Mark
Figure 2
Transfer of IL Skills - From Test to Project
Figure 3
How do Students’ IL Skills Fare
Figure 4
Average MarksFinal Essay= 91%French Language= 85%IL Project= 74%Post-test= 78%
Conclusions• The impact of an IL curriculum on student IL abilities in MLCS is
significant and warrants consideration when planning a pedagogical approach to imparting IL at the departmental level.
• Student competency in IL will depend on the degree to which IL standards are implemented in the courses that students take in their chosen discipline. The key to IL success lies in
− The course instructor’s research and IL expectations− The level of student IL exposure during their university
career.
Future Questions
• Are online tutorials a solution for varying student IL abilities and for an even more integrated IL curriculum?
• Can online tutorials offer more faculty buy-in to implementing IL across the curriculum?
• Will faculty manage to create expectations for IL development and implement critical information literacy in their course curriculum?
• Can the Library still play the crucial conspicuous role it needs to play in classroom teaching while promoting the use of online tutorials?
Questions & Comments
Embedding I.L. into the curriculum
Developing and promoting a successful I.L. Plan • Elaine Fabbro,
Head, Information Literacy and Public Services, Athabasca University Library
• Peggy Lynn MacIsaac, Reference Services Librarian, Athabasca University Library
Developing & promoting a successful I.L. Plan
• About Athabasca University
• Athabasca University Library: Information Literacy Across the Curriculum
• Course Development Teams
Developing & promoting a successful I.L. Plan
• Promotional efforts
• Course Teams• Faculty meetings• Information Literacy Workshop
Successes: Learning Management System Integration
Moodle_Block_Draft_30sec.swf
Successes:
• RELS 206 and HIST 215
Information Literacy: Case Studies and Practices
Additional resources:
http://hdl.handle.net/2149/2482
Information Literacy: Case Studies and Practices
Any Questions?
Thank you!
