Information Literacy Savannah State University June 13, 2009

Information LiteracyInformation Literacy

Savannah State UniversitySavannah State University

June 13, 2009June 13, 2009

PurposePurpose

Facilitate understanding of roles & Facilitate understanding of roles & responsibilityresponsibility

Clarify expectationsClarify expectations Information Literacy standardsInformation Literacy standards Determine Savannah State standards Determine Savannah State standards Student centered information literacy Student centered information literacy Sustainability/Visibiliy/CollaborationSustainability/Visibiliy/Collaboration


OverviewOverview

Information literacy is a set of Information literacy is a set of abilities requiring individuals to abilities requiring individuals to recognize when information is recognize when information is needed and have the ability to needed and have the ability to locate, evaluate, and use effectivelylocate, evaluate, and use effectively the needed information.the needed information.

Key Outcome for College Key Outcome for College StudentsStudents

Information literacy competency Information literacy competency extends learning extends learning beyond formal beyond formal classroom settingsclassroom settings and provides and provides practice with practice with self-directed self-directed investigationsinvestigations as individuals move as individuals move into internships, first professional into internships, first professional positions, and increasing positions, and increasing responsibilities in all arenas of life. responsibilities in all arenas of life.

Information literacyInformation literacy

Is common to all: Is common to all: disciplines disciplines learning environments learning environments levels of education levels of education


Enables learners to:Enables learners to: master content master content extend their investigations extend their investigations become more self-directed become more self-directed assume greater control over their assume greater control over their

own learning own learning

Information Literacy help Information Literacy help students:students:

Determine information need extent Determine information need extent Access information effectively and efficiently Access information effectively and efficiently Evaluate information and its sources critically Evaluate information and its sources critically Incorporate selected information into their Incorporate selected information into their

knowledge base knowledge base Use information effectively Use information effectively Understand the economic, legal, and social Understand the economic, legal, and social

issues surrounding the use of informationissues surrounding the use of information Access and use information ethically and Access and use information ethically and

legally legally

Ice BreakerIce Breaker

Ice Breaker InstructionsIce Breaker Instructions

1.1. Your assignment is to find ten things Your assignment is to find ten things that you have in common, with that you have in common, with every other person in the group, every other person in the group, that has nothing to do with work. that has nothing to do with work.

2.2. Do not include body parts (we all Do not include body parts (we all have legs; we all have arms) and no have legs; we all have arms) and no clothing (we all wear shoes, we all clothing (we all wear shoes, we all wear pants). wear pants).

Roles & ResponsibilitiesRoles & Responsibilities

ExpectationsExpectations

RRE ExerciseRRE Exercise

Break into 3 groupsBreak into 3 groups Group 1 – All Faculty (4-5 people)Group 1 – All Faculty (4-5 people) Group 2 – All Librarians (4-5 people)Group 2 – All Librarians (4-5 people) Group 3 – Faculty & Library Staff (4-5 Group 3 – Faculty & Library Staff (4-5

people)people) On a Flipchart Page List 3-5 Expectations On a Flipchart Page List 3-5 Expectations

of the Roles/Responsibilities of Faculty & of the Roles/Responsibilities of Faculty & 3-5 of Librarians for this Information 3-5 of Librarians for this Information Literacy Program.Literacy Program.

Roles & ResponsibilityRoles & Responsibility

FacultyFaculty lecture and lead discussionslecture and lead discussions establish the context for learning establish the context for learning inspire students to explore the unknown, inspire students to explore the unknown, offer guidance on how best to fulfill information needs offer guidance on how best to fulfill information needs monitor students’ progress monitor students’ progress Academic LibrariansAcademic Librarians coordinate the evaluation and selection of intellectual resources for coordinate the evaluation and selection of intellectual resources for

programs and services; programs and services; organize, and maintain collections and many points of access to organize, and maintain collections and many points of access to

informationinformation provide instruction to students and faculty who seek information. provide instruction to students and faculty who seek information.

AdministratorsAdministrators create opportunities for collaboration and staff development among create opportunities for collaboration and staff development among

faculty, librarians, and other professionals who initiate information literacy faculty, librarians, and other professionals who initiate information literacy programs, programs,

lead in planning and budgeting for these programs, lead in planning and budgeting for these programs, provide ongoing resources to sustain Information Literacy Programsprovide ongoing resources to sustain Information Literacy Programs

Information Literacy Information Literacy StrategiesStrategies

The Big 6The Big 6

1.1. Task Definition Task Definition 2. Information Seeking 2. Information Seeking

Strategies Strategies 3. Location and Access 3. Location and Access 4. Use of Information 4. Use of Information 5. Synthesis 5. Synthesis 6. Evaluation6. Evaluation

StrategiesStrategies

Resource Based LearningResource Based Learning

Problem Based LearningProblem Based Learning

Inquiry Based LearningInquiry Based Learning

Project Based LearningProject Based Learning

Resource-based LearningResource-based Learning

Actively involves Actively involves students, faculty and students, faculty and librarians in the librarians in the effective use of a wide effective use of a wide range of print, non range of print, non print and human print and human resources. resources.

Fosters the development of Fosters the development of individual students byindividual students by

accommodating accommodating their:their: varied interests, varied interests, experiences, experiences, learning styles, learning styles, needs needs ability levelsability levels

What Does Resource-Based What Does Resource-Based Learning Look Like? Learning Look Like?

Resource-based Learning Centers Resource-based Learning Centers (preselected resources – Reserves & (preselected resources – Reserves & Digital Reserves)Digital Reserves)

Projects, Papers, and Other Projects, Papers, and Other InformationInformation

Authentic Research AssignmentsAuthentic Research Assignments Internet-Based ProjectsInternet-Based Projects

Problem based learning Problem based learning provides opportunities to:provides opportunities to:

examine and try out what you know examine and try out what you know discover what you need to learn discover what you need to learn develop your people skills for achieving develop your people skills for achieving

higher performance in teams higher performance in teams improve your communications skills improve your communications skills state and defend positions with evidence state and defend positions with evidence

and sound argument and sound argument become more flexible in processing become more flexible in processing

information and meeting obligations information and meeting obligations practice skills that you will need after your practice skills that you will need after your

education education

Problem Based LearningProblem Based Learning

1. Read and analyze the scenario and situation.1. Read and analyze the scenario and situation. Check your understanding of the scenario and situation by Check your understanding of the scenario and situation by discussing it within your team. discussing it within your team.

2. List hypotheses, ideas, or hunches.2. List hypotheses, ideas, or hunches.Write in a list your theories or hypotheses about the cause of the Write in a list your theories or hypotheses about the cause of the problem or ideas about how to solve the problem. problem or ideas about how to solve the problem.

3. List what is known.3. List what is known.On a sheet of paper, make a heading entitled "What do we know?" On a sheet of paper, make a heading entitled "What do we know?" As a team, list everything your team knows about this situation, As a team, list everything your team knows about this situation, including, information contained in the scenario.including, information contained in the scenario.

4. List what is unknown.4. List what is unknown.Make a second heading entitled "What do we need to know?" Make a second heading entitled "What do we need to know?" Prepare a list of team questions that need to be answered to solve Prepare a list of team questions that need to be answered to solve the problem. the problem.

PBL ContinuesPBL Continues

5. List what needs to be done.5. List what needs to be done.Make a third heading entitled "What should we do?" List your Make a third heading entitled "What should we do?" List your plans for investigation. These plans may include questioning an plans for investigation. These plans may include questioning an expert, getting online data, or visiting a library to find answers to expert, getting online data, or visiting a library to find answers to the questions.the questions.

6. Develop a problem statement.6. Develop a problem statement.Write a one or two sentence idea that clearly identifies what your Write a one or two sentence idea that clearly identifies what your team is trying to solve, produce, respond to, test, or find out. team is trying to solve, produce, respond to, test, or find out.

7. Gather information.7. Gather information.Divide responsibility for gathering, organizing, analyzing, and Divide responsibility for gathering, organizing, analyzing, and interpreting information from many sources. Exchange ideas; interpreting information from many sources. Exchange ideas; think about solutions; weigh alternatives; and consider the pros think about solutions; weigh alternatives; and consider the pros and cons.and cons.

8. Present findings.8. Present findings.Prepare a report or presentation in which you and your team Prepare a report or presentation in which you and your team make recommendations, predictions, inferences, or other make recommendations, predictions, inferences, or other appropriate solutions to the problem. appropriate solutions to the problem.

What does problem based What does problem based learning (PBL) look like?learning (PBL) look like?

learners typically organized in small groups learners typically organized in small groups Includes instructor, faculty person, or Includes instructor, faculty person, or

facilitator facilitator series of problems are provided to learnersseries of problems are provided to learners guidance provided early in the PBL process guidance provided early in the PBL process guidance is faded as:guidance is faded as:

learners gain expertiselearners gain expertise group members feel more confident with the group members feel more confident with the

subject matter subject matter group become more competent with the group become more competent with the

learned procedures. learned procedures.

PBL IllustratedPBL Illustrated


Inquiry based learning is a technique Inquiry based learning is a technique whereby a professor involves whereby a professor involves students in the learning process students in the learning process through focusing on questions, through focusing on questions, through problem-solving activities, through problem-solving activities, and the use of critical thinking. and the use of critical thinking.

What essential skills, requiring direct What essential skills, requiring direct instruction, will you provide to ensure that all instruction, will you provide to ensure that all students successfully engage in the inquiry students successfully engage in the inquiry

process?process?

Cooperative group learning (What does it look Cooperative group learning (What does it look like? What does it sound like? How does one like? What does it sound like? How does one phrase responses?) phrase responses?)

1 inch (recall), 1 foot (comprehension), and 1 1 inch (recall), 1 foot (comprehension), and 1 yard (synthesis) questions yard (synthesis) questions

key words and synonyms key words and synonyms using various types of sources: online dictionary, using various types of sources: online dictionary,

thesaurus, library catalogs, databases, experts, thesaurus, library catalogs, databases, experts, books, Internet, etc. books, Internet, etc.

understanding URLs understanding URLs using the Web including Boolean Operatorsusing the Web including Boolean Operators choosing the best web sites choosing the best web sites


using reference sources onlineusing reference sources online evaluating sources: relevancy, accuracy, evaluating sources: relevancy, accuracy,

authority, point of view, etc. authority, point of view, etc. highlighting information highlighting information note taking (web sites, books, videos) note taking (web sites, books, videos) concept mapping concept mapping writing paragraphs writing paragraphs using a rubric using a rubric using PowerPoint using PowerPoint citing sources citing sources

10 Tips of Inquiry Based 10 Tips of Inquiry Based LearningLearning

Give yourself time to prepare.Give yourself time to prepare. Inquiry-based learning Inquiry-based learning involves much more prep time than other lessons. It is involves much more prep time than other lessons. It is important to give yourself proper time when preparing such important to give yourself proper time when preparing such lessons. lessons.

Using collaborative learning.Using collaborative learning. Inquiry-based learning Inquiry-based learning generally works best in a collaborative setting. Divide your generally works best in a collaborative setting. Divide your class into small groups. Give each group a question that they class into small groups. Give each group a question that they will work on together, and then let them develop a project will work on together, and then let them develop a project based on the question that supports their answer.based on the question that supports their answer.

Age-appropriate activitiesAge-appropriate activities.. This approach to learning works This approach to learning works well with any age group and with any subject. The key is to well with any age group and with any subject. The key is to make sure that you develop lesson plans that are age-make sure that you develop lesson plans that are age-appropriate. Since much of the planning falls on your appropriate. Since much of the planning falls on your shoulders, you need to keep your students abilities in mind at shoulders, you need to keep your students abilities in mind at all times.all times.

Developing good questionsDeveloping good questions.. Inquiry-based Inquiry-based learning is based on answering questions. Your job is learning is based on answering questions. Your job is to develop strong questions that are applicable to to develop strong questions that are applicable to your lessons. Make sure your questions are open-your lessons. Make sure your questions are open-ended, giving students the ability to think out of the ended, giving students the ability to think out of the box. box.

Incorporate discovery into lessonsIncorporate discovery into lessons.. Giving Giving students a chance to discover things on their own can students a chance to discover things on their own can make concepts click to where they understand what make concepts click to where they understand what is being taught. Add questions to your lessons is being taught. Add questions to your lessons whereby students have to explore to find the whereby students have to explore to find the answers. answers.

Incorporate observation into lessons.Incorporate observation into lessons. "Seeing is believing." Some students gain an "Seeing is believing." Some students gain an advantage in learning when they have the advantage in learning when they have the opportunity to observe what is being taught. opportunity to observe what is being taught. Conduct an experiment or create a mystery Conduct an experiment or create a mystery box. (give student teams a sealed box - create box. (give student teams a sealed box - create a scenario about the object in the box.a scenario about the object in the box.

Use measurement in lessons.Use measurement in lessons. This approach This approach is best used with scientific lessons. When a is best used with scientific lessons. When a student is given a chance to measure progress student is given a chance to measure progress it helps them learn important concepts. it helps them learn important concepts.

Use model-building exercises in lessonsUse model-building exercises in lessons.. Give your Give your students something they can identify that can be changed students something they can identify that can be changed into something else. Label the identifier as "A" and the into something else. Label the identifier as "A" and the change it can make as "B." Now have them make a model change it can make as "B." Now have them make a model of "B" and then explain how the transformation takes place. of "B" and then explain how the transformation takes place.

Incorporate design techniques into lessonsIncorporate design techniques into lessons.. This This approach is best used with scientific lessons. This is a approach is best used with scientific lessons. This is a student's chance to design something physical and use it to student's chance to design something physical and use it to prove or disprove a theory. prove or disprove a theory.

Incorporate hands-on activities in lessonsIncorporate hands-on activities in lessons.. Any Any opportunity to let students work with their hands is a good opportunity to let students work with their hands is a good way to use inquiry-based learning. Hands-on activities can way to use inquiry-based learning. Hands-on activities can be used in all subjects. be used in all subjects.

Project-based LearningProject-based Learning

An approach to learning focuses on An approach to learning focuses on developing a product or creation. The developing a product or creation. The project may or may not be student-project may or may not be student-centered, problem-based, or inquiry-centered, problem-based, or inquiry-based. based.

Project-based LearningProject-based Learning

A classic project-based learning activity A classic project-based learning activity usually involves 4 basic elements: usually involves 4 basic elements:

(1) an extended time frame; (1) an extended time frame; (2) collaboration; (2) collaboration; (3) inquiry, investigation, and research;(3) inquiry, investigation, and research; (4) the construction of an artifact or (4) the construction of an artifact or

performance of a consequential task. performance of a consequential task.

Information Literacy Information Literacy Competency Standards for Competency Standards for

Higher EducationHigher Education

provides a framework for assessing provides a framework for assessing the information literate individualthe information literate individual

The competencies outline the process The competencies outline the process by which faculty, librarians and others by which faculty, librarians and others pinpoint specific indicators that pinpoint specific indicators that identify a student as information identify a student as information literate.literate.

Information Literacy and Information Literacy and AssessmentAssessment

The competencies include:The competencies include: five standards five standards twenty-two performance indicatorstwenty-two performance indicators

The standards focus on the needs of students The standards focus on the needs of students in higher education at all levels. in higher education at all levels.

The standards also list a range of outcomes for The standards also list a range of outcomes for assessing student progress toward information assessing student progress toward information literacy. literacy.

These outcomes serve as guidelines for faculty, These outcomes serve as guidelines for faculty, librarians, and others in developing local librarians, and others in developing local methods for measuring student learning in the methods for measuring student learning in the context of an institution’s unique mission.context of an institution’s unique mission.

Information Literacy Information Literacy Competency Standards for Competency Standards for

Higher EducationHigher Education

Standards, Performance Standards, Performance Indicators, and OutcomesIndicators, and Outcomes

Standard OneStandard One

The information literate student The information literate student determines the nature and extent of determines the nature and extent of the information needed.the information needed.

Performance Indicators:Performance Indicators:

1. The information literate student defines and articulates the need 1. The information literate student defines and articulates the need for information. for information.

Outcomes Include:Outcomes Include:

Confers with instructors and participates in class discussions, peer Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, workgroups, and electronic discussions to identify a research topic, or other information need or other information need

Develops a thesis statement and formulates questions based on the Develops a thesis statement and formulates questions based on the information need information need

Explores general information sources to increase familiarity with the Explores general information sources to increase familiarity with the topic topic

Defines or modifies the information need to achieve a manageable Defines or modifies the information need to achieve a manageable focus focus

Identifies key concepts and terms that describe the information Identifies key concepts and terms that describe the information need need

Recognizes that existing information can be combined with original Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new thought, experimentation, and/or analysis to produce new informationinformation


2. The information literate student identifies a variety of types and formats 2. The information literate student identifies a variety of types and formats of potential sources for information. of potential sources for information.


Knows how information is formally and informally produced, organized, Knows how information is formally and informally produced, organized, and disseminated and disseminated

Recognizes that knowledge can be organized into disciplines that Recognizes that knowledge can be organized into disciplines that influence the way information is accessed influence the way information is accessed

Identifies the value and differences of potential resources in a variety of Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) formats (e.g., multimedia, database, website, data set, audio/visual, book)

Identifies the purpose and audience of potential resources (e.g., popular Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) vs. scholarly, current vs. historical)

Differentiates between primary and secondary sources, recognizing how Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline their use and importance vary with each discipline

Realizes that information may need to be constructed with raw data from Realizes that information may need to be constructed with raw data from primary sourcesprimary sources


3. The information literate student considers the costs and 3. The information literate student considers the costs and benefits of acquiring the needed information. benefits of acquiring the needed information.


Determines the availability of needed information and Determines the availability of needed information and makes decisions on broadening the information seeking makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, resources at other locations; obtaining images, videos, text, or sound) or sound)

Considers the feasibility of acquiring a new language or skill Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed (e.g., foreign or discipline-based) in order to gather needed information and to understand its context information and to understand its context

Defines a realistic overall plan and timeline to acquire the Defines a realistic overall plan and timeline to acquire the needed informationneeded information


4. The information literate student reevaluates the nature and 4. The information literate student reevaluates the nature and extent of the information need. extent of the information need.

Outcomes Include:Outcomes Include: Reviews the initial information need to clarify, revise, or Reviews the initial information need to clarify, revise, or

refine the question refine the question Describes criteria used to make information decisions and Describes criteria used to make information decisions and

choiceschoices

Standard TwoStandard Two

The information literate student The information literate student accesses needed information accesses needed information effectively and efficiently.effectively and efficiently.


1. The information literate student selects the most 1. The information literate student selects the most appropriate investigative methods or information retrieval appropriate investigative methods or information retrieval systems for accessing the needed information. systems for accessing the needed information.


Identifies appropriate investigative methods (e.g., laboratory Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) experiment, simulation, fieldwork)

Investigates benefits and applicability of various investigative Investigates benefits and applicability of various investigative methods methods

Investigates the scope, content, and organization of Investigates the scope, content, and organization of information retrieval systems information retrieval systems

Selects efficient and effective approaches for accessing the Selects efficient and effective approaches for accessing the information needed from the investigative method or information needed from the investigative method or information retrieval systeminformation retrieval system


2. The information literate student constructs and implements 2. The information literate student constructs and implements effectively-designed search strategies. effectively-designed search strategies.


Develops a research plan appropriate to the investigative method Develops a research plan appropriate to the investigative method Identifies keywords, synonyms and related terms for the information Identifies keywords, synonyms and related terms for the information

needed needed Selects controlled vocabulary specific to the discipline or information Selects controlled vocabulary specific to the discipline or information

retrieval source retrieval source Constructs a search strategy using appropriate commands for the Constructs a search strategy using appropriate commands for the

information retrieval system selected (e.g., Boolean operators, information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such truncation, and proximity for search engines; internal organizers such as indexes for books) as indexes for books)

Implements the search strategy in various information retrieval systems Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different using different user interfaces and search engines, with different command languages, protocols, and search parameters command languages, protocols, and search parameters

Implements the search using investigative protocols appropriate to the Implements the search using investigative protocols appropriate to the disciplinediscipline


3. The information literate student retrieves information online 3. The information literate student retrieves information online or in person using a variety of methods. or in person using a variety of methods.


Uses various search systems to retrieve information in a variety Uses various search systems to retrieve information in a variety of formats of formats

Uses various classification schemes and other systems (e.g., call Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources number systems or indexes) to locate information resources within the library or to identify specific sites for physical within the library or to identify specific sites for physical exploration exploration

Uses specialized online or in person services available at the Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) research offices, community resources, experts and practitioners)

Uses surveys, letters, interviews, and other forms of inquiry to Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary informationretrieve primary information


4. The information literate student refines the search strategy 4. The information literate student refines the search strategy if necessary. if necessary.


Assesses the quantity, quality, and relevance of the Assesses the quantity, quality, and relevance of the search results to determine whether alternative search results to determine whether alternative information retrieval systems or investigative methods information retrieval systems or investigative methods should be utilized should be utilized

Identifies gaps in the information retrieved and Identifies gaps in the information retrieved and determines if the search strategy should be revised determines if the search strategy should be revised

Repeats the search using the revised strategy as Repeats the search using the revised strategy as necessarynecessary


5. The information literate student extracts, records, and manages 5. The information literate student extracts, records, and manages the information and its sources. the information and its sources.


Selects among various technologies the most appropriate one Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) audio/visual equipment, or exploratory instruments)

Creates a system for organizing the information Creates a system for organizing the information Differentiates between the types of sources cited and Differentiates between the types of sources cited and

understands the elements and correct syntax of a citation for understands the elements and correct syntax of a citation for a wide range of resources a wide range of resources

Records all pertinent citation information for future reference Records all pertinent citation information for future reference Uses various technologies to manage the information Uses various technologies to manage the information

selected and organized selected and organized

Standard ThreeStandard Three

The information literate student The information literate student evaluates information and its sources evaluates information and its sources critically and incorporates selected critically and incorporates selected information into his or her knowledge information into his or her knowledge base and value system.base and value system.


1. The information literate student summarizes the main 1. The information literate student summarizes the main ideas to be extracted from the information gathered. ideas to be extracted from the information gathered.


Reads the text and selects main ideas Reads the text and selects main ideas Restates textual concepts in his/her own words and Restates textual concepts in his/her own words and

selects data accurately selects data accurately Identifies verbatim material that can be then Identifies verbatim material that can be then

appropriately quotedappropriately quoted


2. The information literate student articulates and applies initial 2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. criteria for evaluating both the information and its sources.


Examines and compares information from various sources in Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias timeliness, and point of view or bias

Analyzes the structure and logic of supporting arguments or Analyzes the structure and logic of supporting arguments or methods methods

Recognizes prejudice, deception, or manipulation Recognizes prejudice, deception, or manipulation Recognizes the cultural, physical, or other context within Recognizes the cultural, physical, or other context within

which the information was created and understands the which the information was created and understands the impact of context on interpreting the informationimpact of context on interpreting the information


3. The information literate student synthesizes main ideas to 3. The information literate student synthesizes main ideas to construct new concepts. construct new concepts.

Outcomes Include:Outcomes Include: Recognizes interrelationships among concepts and Recognizes interrelationships among concepts and

combines them into potentially useful primary statements combines them into potentially useful primary statements with supporting evidence with supporting evidence

Extends initial synthesis, when possible, at a higher level of Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require abstraction to construct new hypotheses that may require additional information additional information

Utilizes computer and other technologies (e.g. spreadsheets, Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomenastudying the interaction of ideas and other phenomena


4. The information literate student compares new knowledge with 4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. other unique characteristics of the information.

Outcomes Include:Outcomes Include: Determines whether information satisfies the research or other Determines whether information satisfies the research or other

information need information need Uses consciously selected criteria to determine whether the Uses consciously selected criteria to determine whether the

information contradicts or verifies information used from other information contradicts or verifies information used from other sources sources

Draws conclusions based upon information gathered Draws conclusions based upon information gathered Tests theories with discipline-appropriate techniques (e.g., Tests theories with discipline-appropriate techniques (e.g.,

simulators, experiments) simulators, experiments) Determines probable accuracy by questioning the source of the data, Determines probable accuracy by questioning the source of the data,

the limitations of the information gathering tools or strategies, and the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions the reasonableness of the conclusions

Integrates new information with previous information or knowledge Integrates new information with previous information or knowledge Selects information that provides evidence for the topicSelects information that provides evidence for the topic


5. The information literate student determines whether the 5. The information literate student determines whether the new knowledge has an impact on the individual’s value new knowledge has an impact on the individual’s value system and takes steps to reconcile differences. system and takes steps to reconcile differences.


Investigates differing viewpoints encountered in the Investigates differing viewpoints encountered in the literature literature

Determines whether to incorporate or reject viewpoints Determines whether to incorporate or reject viewpoints encountered encountered


6. The information literate student validates understanding 6. The information literate student validates understanding and interpretation of the information through discourse with and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. other individuals, subject-area experts, and/or practitioners.


Participates in classroom and other discussions Participates in classroom and other discussions Participates in class-sponsored electronic Participates in class-sponsored electronic

communication forums designed to encourage discourse communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms) on the topic (e.g., email, bulletin boards, chat rooms)

Seeks expert opinion through a variety of mechanisms Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)(e.g., interviews, email, listservs)


7. The information literate student determines whether the 7. The information literate student determines whether the initial query should be revised. initial query should be revised.


Determines if original information need has been Determines if original information need has been satisfied or if additional information is needed satisfied or if additional information is needed

Reviews search strategy and incorporates additional Reviews search strategy and incorporates additional concepts as necessary concepts as necessary

Reviews information retrieval sources used and expands Reviews information retrieval sources used and expands to include others as needed to include others as needed

Standard FourStandard Four

The information literate student, The information literate student,

individually or as a member of a individually or as a member of a group, uses information effectively to group, uses information effectively to accomplish a specific purpose.accomplish a specific purpose.


1. The information literate student applies new and prior 1. The information literate student applies new and prior information to the planning and creation of a particular product information to the planning and creation of a particular product or performance.or performance.


Organizes the content in a manner that supports the purposes and Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, format of the product or performance (e.g. outlines, drafts, storyboards) storyboards)

Articulates knowledge and skills transferred from prior Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance experiences to planning and creating the product or performance

Integrates the new and prior information, including quotations and Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the paraphrasings, in a manner that supports the purposes of the product or performance product or performance

Manipulates digital text, images, and data, as needed, transferring Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new contextthem from their original locations and formats to a new context


2. The information literate student revises the development 2. The information literate student revises the development process for the product or performance.process for the product or performance.


Maintains a journal or log of activities related to the Maintains a journal or log of activities related to the information seeking, evaluating, and communicating information seeking, evaluating, and communicating process process

Reflects on past successes, failures, and alternative Reflects on past successes, failures, and alternative strategiesstrategies


3. The information literate student communicates the product 3. The information literate student communicates the product or performance effectively to others. or performance effectively to others.


Chooses a communication medium and format that best Chooses a communication medium and format that best supports the purposes of the product or performance supports the purposes of the product or performance and the intended audience and the intended audience

Uses a range of information technology applications in Uses a range of information technology applications in creating the product or performance creating the product or performance

Incorporates principles of design and communication Incorporates principles of design and communication Communicates clearly and with a style that supports the Communicates clearly and with a style that supports the

purposes of the intended audience purposes of the intended audience

Standard FiveStandard Five

The information literate student The information literate student understands many of the economic, understands many of the economic, legal, and social issues surrounding legal, and social issues surrounding the use of information and accesses the use of information and accesses and uses information ethically and and uses information ethically and legally.legally.


1.1. The information literate student understands many of the ethical, The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and legal and socio-economic issues surrounding information and information technology. information technology.


Identifies and discusses issues related to privacy and security Identifies and discusses issues related to privacy and security in both the print and electronic environments in both the print and electronic environments

Identifies and discusses issues related to free vs. fee-based Identifies and discusses issues related to free vs. fee-based access to information access to information

Identifies and discusses issues related to censorship and Identifies and discusses issues related to censorship and freedom of speech freedom of speech

Demonstrates an understanding of intellectual property, Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted materialcopyright, and fair use of copyrighted material


2. The information literate student follows laws, regulations, institutional 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information policies, and etiquette related to the access and use of information resources. resources.


Participates in electronic discussions following accepted practices (e.g. Participates in electronic discussions following accepted practices (e.g. "Netiquette") "Netiquette")

Uses approved passwords and other forms of ID for access to information Uses approved passwords and other forms of ID for access to information resources resources

Complies with institutional policies on access to information resources Complies with institutional policies on access to information resources Preserves the integrity of information resources, equipment, systems and Preserves the integrity of information resources, equipment, systems and

facilities facilities Legally obtains, stores, and disseminates text, data, images, or sounds Legally obtains, stores, and disseminates text, data, images, or sounds Demonstrates an understanding of what constitutes plagiarism and does Demonstrates an understanding of what constitutes plagiarism and does

not represent work attributable to others as his/her own not represent work attributable to others as his/her own Demonstrates an understanding of institutional policies related to human Demonstrates an understanding of institutional policies related to human

subjects researchsubjects research


3. The information literate student acknowledges the use of 3. The information literate student acknowledges the use of information sources in communicating the product or information sources in communicating the product or performance. performance.


Selects an appropriate documentation style and uses it Selects an appropriate documentation style and uses it consistently to cite sources consistently to cite sources

Posts permission granted notices, as needed, for Posts permission granted notices, as needed, for

copyrighted materialcopyrighted material

Break for LunchBreak for Lunch

Savannah State Mission Savannah State Mission StatementStatement

The University's mission is to The University's mission is to graduate students prepared to graduate students prepared to perform at higher levels of economic perform at higher levels of economic productivity, social responsibility, productivity, social responsibility, and excellence in their chosen fields and excellence in their chosen fields of endeavor in a changing global of endeavor in a changing global community. community.

Information Literacy Issues Information Literacy Issues at Savannah State at Savannah State

UniversityUniversity

Select the StandardsSelect the Standards

Student Centered Information Student Centered Information LiteracyLiteracy

Characteristics of Programs Characteristics of Programs of Information Literacy that of Information Literacy that

Illustrate Best PracticesIllustrate Best Practices Category 1: MissionCategory 1: Mission A mission statement for an information literacy program:A mission statement for an information literacy program: includes a definition of information literacy;includes a definition of information literacy; is consistent with the “Information Literacy Competency is consistent with the “Information Literacy Competency

Standards for Higher Education” Standards for Higher Education” [http://www.ala.org/acrl/ilcomstan.html]; [http://www.ala.org/acrl/ilcomstan.html];

corresponds with the mission statements of the institution; corresponds with the mission statements of the institution; corresponds with the format of related institutional documents; corresponds with the format of related institutional documents; clearly reflects the contributions of and expected benefits to all clearly reflects the contributions of and expected benefits to all

institutional constituencies; institutional constituencies; appears in appropriate institutional documents;appears in appropriate institutional documents; assumes the availability of and participation in relevant lifelong assumes the availability of and participation in relevant lifelong

learning options for all—faculty, staff, and administration; and learning options for all—faculty, staff, and administration; and is reviewed periodically and, if necessary, revised. is reviewed periodically and, if necessary, revised.

Category 2: Goals and Category 2: Goals and ObjectivesObjectives

Goals and objectives for an information literacy program:Goals and objectives for an information literacy program:

are consistent with the mission, goals, and objectives of programs, departments, and are consistent with the mission, goals, and objectives of programs, departments, and the institution;the institution;

establish measurable outcomes for evaluation for the program;establish measurable outcomes for evaluation for the program;

reflect sound pedagogical practice;reflect sound pedagogical practice;

accommodate input from various constituencies;accommodate input from various constituencies;

articulate the integration of information literacy across the curriculum;articulate the integration of information literacy across the curriculum;

accommodate student growth in skills and understanding throughout the college accommodate student growth in skills and understanding throughout the college years;years;

apply to all learners, regardless of delivery system or location;apply to all learners, regardless of delivery system or location;

reflect the desired outcomes of preparing students for their academic pursuits and for reflect the desired outcomes of preparing students for their academic pursuits and for effective lifelong learning; andeffective lifelong learning; and

are evaluated and reviewed periodically. are evaluated and reviewed periodically.

Category 3: PlanningCategory 3: Planning

Planning for an information literacy program:Planning for an information literacy program:

articulates its mission, goals, objectives, and pedagogical foundation;articulates its mission, goals, objectives, and pedagogical foundation;

anticipates and addresses current and future opportunities and challenges;anticipates and addresses current and future opportunities and challenges;

is tied to library and institutional information technology planning and is tied to library and institutional information technology planning and budgeting cycles;budgeting cycles;

incorporates findings from environmental scansincorporates findings from environmental scans;;

accommodates program, department, and institutional levels;accommodates program, department, and institutional levels;

involves students, faculty, librarians, administrators, and other involves students, faculty, librarians, administrators, and other constituencies as appropriate to the institution;constituencies as appropriate to the institution;

establishes formal and informal mechanisms for communication establishes formal and informal mechanisms for communication and ongoing dialogue across the academic community;and ongoing dialogue across the academic community;

establishes the means for implementation and adaptation;establishes the means for implementation and adaptation;

addresses, with clear priorities, human, technological and financial addresses, with clear priorities, human, technological and financial resources, current and projected, including administrative and resources, current and projected, including administrative and institutional support;institutional support;

includes mechanisms for articulation with the curriculum;includes mechanisms for articulation with the curriculum;

includes a program for professional, faculty, and staff includes a program for professional, faculty, and staff development; anddevelopment; and

establishes a process for assessment at the outset, including establishes a process for assessment at the outset, including periodic review of the plan to ensure flexibilityperiodic review of the plan to ensure flexibility..

Category 4: Administrative Category 4: Administrative and Institutional Supportand Institutional Support

Administration within an institution:Administration within an institution:

identifies or assigns information literacy leadership and responsibilities;identifies or assigns information literacy leadership and responsibilities;

plants information literacy in the institution’s mission, strategic plan, policies, and plants information literacy in the institution’s mission, strategic plan, policies, and procedures;procedures;

provides funding to establish and ensure ongoing support for -- formal and informal provides funding to establish and ensure ongoing support for -- formal and informal teaching facilities and resourcesteaching facilities and resources-- appropriate staffing levels-- appropriate staffing levels-- professional development opportunities for librarians, faculty, staff, and -- professional development opportunities for librarians, faculty, staff, and administrators; andadministrators; and

recognizes and encourages collaboration among disciplinary faculty, librarians, recognizes and encourages collaboration among disciplinary faculty, librarians, and other program staff and among institutional units;and other program staff and among institutional units;

communicates support for the program;communicates support for the program;

rewards achievement and participation in the information literacy program within the rewards achievement and participation in the information literacy program within the institution’s system.institution’s system.

Category 5: Articulation Category 5: Articulation with the Curriculumwith the Curriculum

Articulation with the curriculum for an information literacy program: Articulation with the curriculum for an information literacy program:

is formalized and widely disseminated;is formalized and widely disseminated;

emphasizes student-centered learning;emphasizes student-centered learning;

uses local governance structures to ensure institution-wide integration into uses local governance structures to ensure institution-wide integration into academic or vocational programs;academic or vocational programs;

identifies the scope (i.e., depth and complexity) of competencies to be identifies the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level;acquired on a disciplinary level as well as at the course level;

sequences and integrates competencies throughout a student’s academic sequences and integrates competencies throughout a student’s academic career, progressing in sophistication; andcareer, progressing in sophistication; and

specifies programs and courses charged with implementation.specifies programs and courses charged with implementation.

Category 6: Category 6: CollaborationCollaboration

Collaboration among disciplinary faculty, librarians, and other program Collaboration among disciplinary faculty, librarians, and other program staff in an information literacy program:staff in an information literacy program:

centers around enhanced student learning and the development of lifelong centers around enhanced student learning and the development of lifelong learning skills;learning skills;

engenders communication within the academic community to garner engenders communication within the academic community to garner support for the program;support for the program;

results in a fusion of information literacy concepts and disciplinary content;results in a fusion of information literacy concepts and disciplinary content;

identifies opportunities for achieving information literacy outcomes through identifies opportunities for achieving information literacy outcomes through course content and other learning experiences; andcourse content and other learning experiences; and

takes place at the planning stages, delivery, assessment of student takes place at the planning stages, delivery, assessment of student learning, and evaluation and refinement of the program.learning, and evaluation and refinement of the program.

Category 7: PedagogyCategory 7: Pedagogy

Pedagogy for an information literacy program:Pedagogy for an information literacy program:

supports diverse approaches to teaching;supports diverse approaches to teaching;

incorporates appropriate information technology and other media resources;incorporates appropriate information technology and other media resources;

includes active and collaborative activities;includes active and collaborative activities;

encompasses critical thinking and reflection;encompasses critical thinking and reflection;

responds to multiple learning styles;responds to multiple learning styles;

supports student-centered learning;supports student-centered learning;

builds on students’ existing knowledge; andbuilds on students’ existing knowledge; and

links information literacy to ongoing coursework and real-life experiences links information literacy to ongoing coursework and real-life experiences appropriate to program and course level.appropriate to program and course level.

Category 8: StaffingCategory 8: Staffing

Staff for an information literacy program:Staff for an information literacy program:

include librarians, disciplinary faculty, administrators, program coordinators, graphic include librarians, disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists, and others as needed;designers, teaching/learning specialists, and others as needed;

serve as role models, exemplifying and advocating information literacy and lifelong serve as role models, exemplifying and advocating information literacy and lifelong learning;learning;

are adequate in number and skills to support the program’s mission;are adequate in number and skills to support the program’s mission;

develop experience in instruction/teaching and assessment of student learning;develop experience in instruction/teaching and assessment of student learning;

develop experience in curriculum development and expertise to develop, coordinate, develop experience in curriculum development and expertise to develop, coordinate, implement, maintain, and evaluate information literacy programs;implement, maintain, and evaluate information literacy programs;

employ a collaborative approach to working with others;employ a collaborative approach to working with others;

receive and actively engage in systematic and continual professional development and receive and actively engage in systematic and continual professional development and training;training;

receive regular evaluations about the quality of their contribution to the program.receive regular evaluations about the quality of their contribution to the program.

Category 9: OutreachCategory 9: Outreach

Outreach activities for an information literacy program:Outreach activities for an information literacy program:

communicate a clear message defining and describing the program and its value to communicate a clear message defining and describing the program and its value to targeted audiences;targeted audiences;

provide targeted marketing and publicity to stakeholders, support groups and media provide targeted marketing and publicity to stakeholders, support groups and media channels;channels;

target a wide variety of groups;target a wide variety of groups;

use a variety of outreach channels and media, both formal and informal;use a variety of outreach channels and media, both formal and informal;

include participation in campus professional development training by offering or co-include participation in campus professional development training by offering or co-sponsoring workshops and programs that relate to information literacy for faculty sponsoring workshops and programs that relate to information literacy for faculty and staff;and staff;

advance information literacy by sharing information, methods and plans with peers advance information literacy by sharing information, methods and plans with peers from other institutions; andfrom other institutions; and

are the responsibility of all members of the institution, not simply the librarians.are the responsibility of all members of the institution, not simply the librarians.

Category 10: Category 10: Assessment/EvaluationAssessment/Evaluation

Assessment/evaluation of information literacy includes program Assessment/evaluation of information literacy includes program performance and student outcomes and:performance and student outcomes and:for program evaluation:for program evaluation:

establishes the process of ongoing planning/improvement of the establishes the process of ongoing planning/improvement of the program;program;

measures directly progress toward meeting the goals and objectives of measures directly progress toward meeting the goals and objectives of the program;the program;

integrates with course and curriculum assessment as well as integrates with course and curriculum assessment as well as institutional evaluations and regional/professional accreditation institutional evaluations and regional/professional accreditation initiatives; andinitiatives; and

assumes multiple methods and purposes for assessment/evaluationassumes multiple methods and purposes for assessment/evaluation-- formative and summative-- formative and summative-- short term and longitudinal;-- short term and longitudinal;

for student for student outcomes:outcomes:

acknowledges differences in learning and teaching styles by acknowledges differences in learning and teaching styles by using a variety of appropriate outcome measures, such as using a variety of appropriate outcome measures, such as portfolio assessment, oral defense, quizzes, essays, direct portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, peer and self review, and observation, anecdotal, peer and self review, and experience;experience;

focuses on student performance, knowledge acquisition, focuses on student performance, knowledge acquisition, and attitude appraisal;and attitude appraisal;

assesses both assesses both process and productprocess and product;;

includes student-, peer-, and self-evaluation;includes student-, peer-, and self-evaluation;

http://www.ala.org/ala/mgrps/divs/acrl/standards/charannot.cfm#pandp

Information Literacy Information Literacy SustainabilitySustainability

The aims should always be the same:The aims should always be the same: to communicate the power of knowledge to communicate the power of knowledge to develop in each student a sense of his or her to develop in each student a sense of his or her

responsibility to acquire knowledge and deepen responsibility to acquire knowledge and deepen insight through better use of information and insight through better use of information and related technologies related technologies

to instill a love of learning, a thrill in searching, to instill a love of learning, a thrill in searching, and a joy in discoveringand a joy in discovering

to teach young and old alike how to know when to teach young and old alike how to know when they have an information need and how to they have an information need and how to gather, synthesize, analyze, interpret, and gather, synthesize, analyze, interpret, and evaluate the information around them.evaluate the information around them.

Advocate for Information Advocate for Information LiteracyLiteracy

Work with small teams 1Work with small teams 1stst then then branch outbranch out

Be willing to do thing differently (real Be willing to do thing differently (real research)research)

Have some fun with the process and Have some fun with the process and people. people.

Involve the communityInvolve the community

Library Faculty Library Faculty CollaborationCollaboration

Ideas for CollaborationIdeas for Collaboration

How can the Librarians & Faculty How can the Librarians & Faculty collaborate more?collaborate more?

How can a greater level of How can a greater level of participation be encouraged?participation be encouraged?

What do your need to answer the What do your need to answer the question What’s in it for me?question What’s in it for me?

What gets in the way?What gets in the way?

Faculty should:Faculty should:

see themselves as a facilitators of student learningsee themselves as a facilitators of student learning make use of an expansive array of information make use of an expansive array of information

resourcesresources be familiar with and able to use selected databases, be familiar with and able to use selected databases,

learning networks, reference materials, textbooks, learning networks, reference materials, textbooks, journals, newspapers, magazines, and other resourcesjournals, newspapers, magazines, and other resources

place a premium on problem solving and see that their place a premium on problem solving and see that their classrooms are extended outward to encompass the classrooms are extended outward to encompass the learning resources of the library and the community. learning resources of the library and the community.

Librarians should:Librarians should:

View the instructional goals as an integral part of their responsibilities View the instructional goals as an integral part of their responsibilities and actively contribute toward the ongoing professional development and actively contribute toward the ongoing professional development of faculty, staff and fellow librarians. of faculty, staff and fellow librarians.

Serve as members of curriculum and instructional teams Serve as members of curriculum and instructional teams

Include faculty education programs that enhance the ability of faculty Include faculty education programs that enhance the ability of faculty to use selected databases, networks, reference materials, to use selected databases, networks, reference materials, administrative and instructional software packages, and new forms of administrative and instructional software packages, and new forms of learning technologies. learning technologies.

Librarians should orient new faculty getting them involved early in the Librarians should orient new faculty getting them involved early in the Information Literacy Program & Library usage.Information Literacy Program & Library usage.

New faculty should be assigned a library liaison who can demonstrate New faculty should be assigned a library liaison who can demonstrate their commitment to thinking skills instruction and information literacy, their commitment to thinking skills instruction and information literacy, and faculty who see themselves as learning facilitators should be relied and faculty who see themselves as learning facilitators should be relied upon to serve as role models. upon to serve as role models.

Spreading the WordSpreading the Word

Marketing your programMarketing your program

WOMMWOMM Special EventsSpecial Events OrientationsOrientations ClassesClasses Faculty MeetingFaculty Meeting Community MeetingCommunity Meeting Faith Based or Community Based Faith Based or Community Based

PartnershipsPartnerships

Use inexpensive ideasUse inexpensive ideas

Table tentsTable tents Dorm Door HangersDorm Door Hangers Make Book MarksMake Book Marks Put Banners on the WebsitePut Banners on the Website Embed messages on webpagesEmbed messages on webpages Lunch and LearnsLunch and Learns Promote during National Library WeekPromote during National Library Week

Elevator SpeechElevator Speech

Documents

Information Literacy Savannah State University June 13, 2009