Transforming Bibliographic Instruction to Information Literacy

Best Practices for Information Literacy

Asa H. Gordon Library Savannah State UniversityInformation Literacy Program

Adapted from presentations to NEFLIN 2/2009 and the Gen. Ed. Council of the Faculty Senate 11/2007 at UMass

Amherst

Asa H. Gordon Library Savannah State University

The ALA Definition of Information Literacy

“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

(Final Report of the American Library Association Presidential Report on Information Literacy. Chicago, American Library Association,

1989)

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Why information literacy?Equips individuals for lifelong learningMore than knowing how to use computers Includes critical analysis of informationHighlights the global nature of informationAllows use of relevant information for

informed decision making citizens, consumers, professionals, and individuals

(from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept and http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )

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Changing Terminology

Bibliographic Instruction

Content consists of using research tools, many of

which live in or are accessed through

the library

Information Literacy

Content focuses on overarching

concepts, critical thinking processes, other information

skills that enhance lifelong learning

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Changing Distinctions

Bibliographic Instruction

Librarian controlled Library use

centered

Information Literacy

Collaborative design, delivery and assessment of instruction by the librarian, instructor and others

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Changing Distinctions

Bibliographic Instruction

Superficial contact with individual

classes and curriculum

Information Literacy

Integral to and integrated into

classes and curriculum

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Changing Distinctions

Bibliographic Instruction

Teaching methods involve lecture, demonstration,

emphasis on presenter

Information Literacy

Teaching methods involve creating

learning environments where librarians and faculty function as coaches

or guides

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Alternative terms for “Information Literacy”

Information fluencyInformation and communication

technologies literacy (ICT Literacy)

Library instruction

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Looking at the IL Standards

One way to transform BI into IL is to link learning activities to the ACRL Information Literacy Standards

See:http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/standardstoolkit.htm

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What is information literacy?

The ACRL defines information literacy as “the set of skills needed to find, retrieve, analyze, and use information.”

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.cfm

Five Standards Standard One: Know Standard Two: Access Standard Three: Evaluate Standard Four: Use Standard Five: Ethical/Legal Issues

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How does information literacy relate to writing and critical thinking?

Writing Finds models of good writing Good writing incorporates facts, evidence, previous

writing

Critical Thinking The information literacy standards involve critical

thinking: know, access, evaluate, use and ethics. Emphasizes the inquiry approach to learning Includes higher order tasks such as analysis, synthesis,

evaluation and reflection

(from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept and http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )

But it is not enough to ask for writing and critical thinking, since both of these other skills can exist independently of information literacy.

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Why integrate Information Literacy into the curriculum?

Information literacy (like writing) is a process, not a discrete set of skills

Information literacy represents a shift in thinking and it must be reinforced

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt

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Information Literacy - Why Here?

Increasing complexity of the local information environment

Emphasis on the use of technology in the classroom

Emphasis on student research at the undergraduate and graduate levels

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Responsibility for Information Literacy Education

Shared responsibility of all educators and information providers

Requires collaboration of teaching faculty and librarians

Must be integrated into courses at all levels to provide reinforcement of skills

(http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept and

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )

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Examples of assignments used for each standard

Standard One: Know Standard Two: AccessStandard Three: EvaluateStandard Four: UseStandard Five: Ethical/Legal

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Examples of assignments Standard One: Know

“The information literate student determines the nature and extent of the information needed… student defines and articulates the need for information..”

Keep a research log of books, databases and search engines used. Reflect on whether topic and question can be researched and completed within the timetable of the semester.

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Examples of assignments Standard Two: Access

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

Students learn to use a particular database or sets of databases; learn techniques like subject searching and/or Boolean logic; learn how to broaden or narrow a search; and learn how to retrieve information from the Libraries’ print and electronic collections.

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Examples of assignments Standard Three: Evaluate

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

Give students two Web sources of information on a topic to evaluate; then, have them locate, present, and justify a credible Web source on the same topic.

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Wikiality

Wikipedia is Pervasive in the world of one stop research shopping with students.

Show your students the Colbert Report : “Wikiality.”

http://www.comedycentral.com/motherload/index.jhtml?ml_video=72347

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Examples of assignments Standard Four: Use

“The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.”

Students locate a list of reliable websites on a topic, and create brochure on that topic based upon information from those sites, and including the sites as further reading.

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Examples of assignments Standard Five: Ethics“The information literate student understands

many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.”

Each student will identify a topic of current national interest, and write a letter to the editor of a local newspaper expressing his/her opinion on the subject.

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Examples of assignments Standard Five: Ethics– cont’d

Work in small groups to critically examine one another's letters and to identify any dubious statements.

Each student will substantiate those statements which were singled out as needing more convincing evidence or authority. Research should be conducted with documentation in the form of notes and a bibliography.

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Assessment Tools

Research journalResearch portfolioAnnotated bibliographyEssay examinationSelf-assessment1 Minute PaperRubrics Pre- and post- tests(from:

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept

and http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )

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Suggested Standards for Evaluating Student Research Papers

The student used a variety of resources, citing them accurately.

The research question chosen for the paper was succinct and clear.

The topic chosen was sufficiently narrow to allow the student to research it thoroughly.

The bibliography demonstrated that the student had chosen those resources most pertinent to the research question rather than listing everything available on the topic.

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Suggested Standards for Evaluating Student Research Papers

The student's paper demonstrated that the student: could distinguish between fact and fiction. could differentiate between relevant and

irrelevant information. identified unsubstantiated statements,

inconsistencies, errors, and omissions. identified bias, stereotyping, or incorrect

assumptions. could compare and contrast different points of

view properly. included his/her original ideas.

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Librarians and Faculty Working Together

Librarians help to identify appropriate information literacy objectives, recommend sources that fit course goals, provide instruction targeted to the specific assignment, and work individually with students on their projects. 

Faculty incorporate information literacy objectives into courses, develop assignments that provide students with opportunities to practice and strengthen their information literacy skills, plan accompanying instruction, and assess information literacy outcomes.