Information Literacy 2009

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information literacy in academic libraries

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<ul><li> 1. Information Literacy Heidi Card ULS Librarian, Assistant to the Director on Research &amp; Special Projects University of Pittsburgh hrc5@pitt.edu </li> <li> 2. What is Information Literacy? A set of skills/abilities needed to find, retrieve, analyze, and use information </li> <li> 3. And more. . . Financial Literacy Health Literacy Scientific Literacy Visual Literacy Cultural Literacy Technical Literacy </li> <li> 4. Why is Information Literacy Important? Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. </li> <li> 5. The Solution to Data Smog </li> <li> 6. Who Needs Information Literacy? </li> <li> 7. Is IL a Required Course? Some colleges require a course for undergraduate programs: Information Literacy Requirements Information literacy is an intellectual framework for identifying, finding, understanding, evaluating, and using information. The mastery of these skills is essential for lifelong learning and is the foundation of Duquesne Universitys special trust of seeking truth and disseminating knowledge within a moral and spiritual context. Courses within the students major will build on the introductory skills learned in the basic Information Literacy class. Charter Oak State College </li> <li> 8. How is IL Taught? College courses Library courses Library workshops Library tutorials Library modules Library consultations </li> <li> 9. IL Topics Research Strategies Ethics in Research Finding Books Internet Evaluation Finding Periodical Articles Online Using print indexes Current Events Effective Internet Searching </li> <li> 10. Professional IL Resources </li> <li> 11. Blogs/Websites The Big 6 - dedicated to teaching using the Big6 - the most widely-known and widely-used approach to teaching information and technology skills Connecting Librarian - "connecting new ideas and technologies"; though not specifically about information literacy, the concept is a frequently discussed topic Information Literacy Round Table (ILRT) Information Literacy Weblog - addresses IL from a global perspective </li> <li> 12. Listservs Information Literacy Instruction Listserv (ILI-L) ACRL's College Libraries Section List (COLLIB-L) </li> <li> 13. Organizations Association of College and Research Libraries (ACRL) Information Lit Institute for Information Literacy Instruction Section Professional Activity Library Instruction Round Table (LIRT) Library Orientation Exchange (LOEX) National Forum on Information Literacy </li> <li> 14. Project Information Literacy A report of preliminary findings and analysis from student discussion groups held on 7 U.S. campuses in Fall 2008 Results suggest that conducting research is particularly challenging Students greatest challenges are related to their perceived inability to find desired materials Figuring out how to traverse complex information landscapes may be the most difficult part of the research process Findings also suggest that students create effective methods for conducting research by using traditional methods, such as libraries, and self-taught, creative workarounds, such as presearch and Wikipedia, in different ways. </li> <li> 15. Purpose of Report To better understand how early adults define and conceptualize the process of research To discover the steps that early adults take to locate, evaluate, select, and use resources required for course-related research and for everyday research </li> <li> 16. What Frustrates Students When They Conduct Research? </li> <li> 17. Students Value Libraries 1. For the library website, which they used, usually off-site, as gateway to scholarly research databases. 2. For librarians as navigational sources, which they used most often used for making sense out of the complex library system on campus. 3. For librarians as information coaches, who they used for refining thesis statements or helping them locate hard-to-find resources (i.e., statistics or government documents). </li> <li> 18. Reference Desk </li> <li> 19. IL at ULS Mission and Objectives Rubrics IL Working Group Assessment </li> <li> 20. Mission Core to the mission of the University Library System (ULS) is partnering with faculty in each department and program to foster information literacy through a variety of educational approaches. The ULS seeks to ensure that students at the University of Pittsburgh are equipped to navigate an increasingly complex information environment. </li> <li> 21. Student Learning Outcomes for the University of Pittsburgh Think critically and analytically Gather and evaluate information effectively and appropriately Understand and be able to apply basic, scientific and quantitative reasoning Communicate clearly and effectively Use information technology appropriate to their discipline Exhibit mastery of their discipline Understand and appreciate diverse cultures (both locally and internationally) Work effectively with others Have a sense of self, responsibility to others, and connectedness to the University </li> <li> 22. Middle States Commission on Higher Education Several skills, collectively referred to as information literacy, apply to all disciplines in an institutions curricula. These skills relate to a students competency in acquiring and processing information in the search for understanding. </li> <li> 23. Objectives of IL at ULS To ensure that University of Pittsburgh students will be capable of: Gathering and evaluating information effectively and appropriately; Identifying information sources appropriate to their discipline; Critically evaluating and incorporating information to address a specific information need; Utilize appropriate information technology; Understand the principle of intellectual property, and the legal and ethical uses of information. </li> <li> 24. IL Working Group created in Spring 2006 charged with developing an information literacy assessment program for the ULS And developing new ways to market the information literacy program to faculty and students creating online tutorials (and revising existing ones) finding new ways to promote information literacy </li> <li> 25. Rubrics </li> <li> 26. Different forms of IL @ ULS Instruction: structured classes Kiosks: Help Hub Individual Consultation Tutorials online </li> <li> 27. New Instruction Room </li> <li> 28. Online Tutorials </li> <li> 29. IL Assessment </li> <li> 30. SAILS Results Indicated that students struggled with: Developing a research strategy Using appropriate information resources Identifying and finding scholarly literature Plagiarism and ethical use of information </li> <li> 31. How the ULS is Using SAILS Data To identify specific IL gaps of students; Demonstrate to departments the specific IL needs of their students and partner to address Eventually use this base data as a means of measuring the impact of IL instruction </li> <li> 32. Next Steps Need to comprehensively review the data collected from the current SAILS testing Identify gaps in order to identify competencies of current freshman Work with other departments to integrate findings into curricula </li> <li> 33. Outside the Classroom Curriculum Introduction to ULS How to Write &amp; Communicate Clearly Interview Assistance Managing Information </li> <li> 34. Any Questions? </li> <li> 35. </li> <li> 36. References Head, A. J. and Eisenberg, M. B. (2009). Project Information Literacy Progress Report. The Information School, University of Washington. </li> </ul>

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