The sxu library and information literacy

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Text of The sxu library and information literacy

  • 1. The SXU Library and Information Literacy Professional Development Day 2008

2. Purpose of the Session

  • Provide faculty with an overview of the information-literacy skills of SXU students
  • Review common information-literacy problems
  • Suggest improvements to assignments to raise information-literacy skills

3. What is Information Literacy?

  • The ability to find, evaluate, and use information
  • It is NOT computer literacy
  • It is NOT media dependent

4. If SXU students were information literate they could

  • Understand the scholarly, peer-reviewed process
  • Find and use resourcesappropriatefor their classroom assignments
  • Conduct all their academic research without using Google or Wikipedia

5. What is the current state of information literacy? 6. ICT

  • ETS offered Information and Communication Technology exam beginning in 2005
  • Library funded the exam the first two years
  • Now called ISkills, and supported by SXU

7. Seven ICT Proficiencies

  • Define:The ability to use ICT tools to identify and appropriately represent an information need.
  • Access:The ability to collect and/or retrieve information.
  • Manage:The ability to apply an existing organizational or classification scheme.
  • Integrate:The ability to interpret and represent information.
  • Evaluate:The ability to determine the degree to which information satisfies the needs of the task in ICT environments.
  • Create:The ability to generate information by adapting, applying, designing or inventing information in ICT environments.
  • Communicate:The ability to communicate information properly in its context of use for ICT environments.

8. What the ICT does

  • Compares results from SXU students with those of peer nationwide
  • Is not a computer-skills test

9. ICT Results

  • SXU students performed well below the national average in three categories; just met average in the other categories

10. Observations from the Library

  • Limited awareness of the scholarly, peer-review process
  • Perceived research skills exceed actual capabilities
  • Students, at all levels, have difficulties finding
    • books through the catalog
    • journals, whether in print or online
    • the appropriate database to use

11. Common Instructional Problems 12.

  • We learned in an age of limited information
  • Students have access to levels of information beyond anything we could dream of in graduate school
  • SXU Library now has information resources impossible to obtain just a few years ago

13. Common Problems

  • Library assignments often dont have a clear learning objective
      • Students dont know why the assignment is made
  • Assignments dont match the research skills of the students
      • Assignments are often too esoteric or too complex, especially for freshmen and sophomores

14. Suggestions for Improving Information Literacy 15.

  • Make sure your students understand why the scholarly, peer-review research process is important
    • (Library has a webpage on it)
  • Make clear the learning objective

16. Updated Library Assignments

  • Make sure your Library assignments are up-to-date
  • Almost all information resources and interfaces have changed in just two years

17. Tell Students Where to Look for Their Information

  • Specify what resource they should use
    • Which Library database
    • Use the catalog to locate books
    • UseRecent Additionslinks

18. Specify What You Want

  • Publication type(book, journal, newspaper, trade publication, facebook, ERIC digest, action research report, video, etc.)
  • Type of document(article, case study,editorial, product review, etc.)
  • Age or publication dateof the document

19. Have Students Locate Journals

  • Use theA-Z List of Journals(Serials Solutions) to find:
    • Whether the Library has a journal in electronic or print form, and dates of coverage
    • To find the journals in a subject area

20. Suggestions for Freshmen and Sophomores

  • Focus onAcademic Search PremierorOpposing Viewpointsdatabases
  • Use full-text only: Library has access to over 25,000 full-text journals
  • No inter-library loans needed
  • No scavenger hunts

21. Opposing Viewpoints

  • Excellent tool for freshmen and sophomores researching popular topics
  • Includes scholarly and popular press articles, statistics, multimedia, pro and con articles

22. Example of a More Advanced Project

  • InCommunication & Mass Media Completefind:
  • the effect of group decision making on employee productivity
  • Two full-text articles each from academic journals, trade publications, and conference proceedings
  • No older than February 2000
  • Can be in either HTML or PDF
  • Bibliography must be MLA
  • Provide persistent link to each item

23. A Nursing Example

  • UseCINAHLto find:
  • Diabetes management plan for children 6-12 years old
  • Double blind peer reviewed case study
  • Published since January 2006
  • HTML or PDF full text
  • Provide persistent link or Document Object Identifier (DOI)

24. An Education Example

  • UseERICandProfessional Development Collectionto find:
  • A poll for school administrators and teachers to use to assess student experiences with cyberbullying
  • Examples of school responses to incidents
  • Peer Mediation model to resolve conflicts

25. A Business Example

  • Use theMergent Onlinedatabase to find:
  • four suppliers on four continents with a primary NAICS code of 336330
  • 4 thquarter retained earnings from 2003-2006
  • Standardize results in euros
  • Scale in thousands of euros
  • Export list to an excel spreadsheet

26. Library is Here to Help 27.

  • Online, interactive tutorials for many of our resources are under development
  • Librarians can review Library assignments with the faculty
  • Lab instruction by librarians helpful when the assignment is beginning