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Information Literacy 101
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Putting Students and Learning at the Center
1990’s General Education ReformsFundamental academic skills across the curriculumUsing technology to enhance teachingAssessing student learningLearning communities to promote cooperation
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Pedagogical Shifts
Learning style accommodations
Group workHands-on and
service learning
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Roles for Librarians
IdentityVisibilityCollaboration
Librarian as Teacher
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Information History in a Hurry
(Vaguely Chronological)Oral tradition & manuscripts (pre 15th
century)Gutenberg (1457)Libraries as warehousesRadio, TV, electronic communicationsBibliographic (library) instructionInformation Age (Internet, WWW,
Information Highway Hype)
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Some Perspective
More new information has been produced in the last 30 years than in the previous 5000. The total of all printed knowledge doubles every eight years.
“Proficiency at generating information has exceeded our abilities to find, review, and understand it.”
“Information everywhere, but not the time to think about it.
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Information Literacy
Definitions of Information Literacy
Work in progress since the 1980sLocal, national, and international effortsMultiple understandings possible
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Information Literate People
Have learned how to learn:Know how information is organizedKnow how to find informationKnow how to use information so that others can learn from them
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Information Literacy/Competency
Fundamental skills necessary for academic achievement and lifelong learning.
Ability to identify and resolve one’s own information needs.
Prerequisite to success in education, work, and personal life.
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Information Literacy is
• NOT a new idea• NOT the responsibility of any one
department• Discipline-based• Crosses disciplines• Required by Middle States• Needs all of us.
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Other Literacies
Visual Literacyphotographs, illustrations, computer graphics.
Media Literacynewspapers, music, magazines, radio, movies, television
Computer Literacyword processing, spreadsheets, databasesother software tools.
Statistical Literacymanipulation of statistics
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Major Information Literacy Players
American Library Association1989 definition from Presidential Committee on Information Literacy“…how to find, evaluate, and use information effectively to solve a particular problem or make a decision…”
ACRL Information Literacy Competency Standards for Higher Education - 2000
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More Players
National Information Literacy Institute1997 LOEX conference
Institute for Information Literacy 1999American Association for Higher
EducationEndorsed ACRL standards as a policy position.
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Who’s Doing What
Statewide initiativesCalifornia’s CSU Information CompetenceProject New York’s SUNY commitment to implement competencies across the curriculum.Ohio Board of Regents – public colleges and universities to meet at least basic national standards for information literacy and competency.
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Current State of Affairs
Everything is on the web.
The Library is not needed.
Goggle=“search of all information”=RESEARCH
Students commonly begin their research on the computer.
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Research Cycle
QuestioningPlanningGatheringSorting and SiftingSynthesizingEvaluatingReporting
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Problems with Teaching Information Literacy
• Failure to Transfer– Students can learn
in one context, yet fail to transfer to other contexts.
– Students construct new knowledge based on their current knowledge.
• Fish is a fish.
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Implications for Teaching
Drawing out and work with the preexisting understanding that students bring with them.
Throw out the empty vessel theory
More assessment …not just tests
Refine their thinking
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Bi - VS –
Information Literacy
• How would you respond to “IL is just a new name for BI?”
• Bibliographic Instruction or Library Instruction?
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BI - vs. –
Information Literacy
• Differences: - curriculum- ownership
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BI IL
Responsibility / Control
Librarian-controlled Collaborative responsibility
Relation to curriculum
External / tangential Integral
Placement in curriculum Isolated learning episodes (one-shot, workshop, unlinked credit courses)
Pervasive throughout the curriculum, linked credit courses, competency requirements)
Content focus Tools, search interfaces Overarching concepts, critical thinking processes, thinking standards
Teaching methods Librarian control / didactic approaches
Construction of learning environments; librarian and faculty act as guides
Learning transfer Limited Increased due to multiple learning opportunities
Assessment Focus on limited evaluations, skill-based measurements
Focus on competencies, standards as yardstick for outcomes based approaches
Relationship to place Focus on specific libraries Focus on unbounded universe of information
Role of technology Limited, used in relatively inflexible ways
Expanded role, variety of technologies selected to match instructional situations (“technology as a lever”)
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BI - TO –
Information Literacy• Program Redesign Issues
– Staff– Time– Assessment– Resources– Partnerships– Content– Teaching Methods – problem based learning– More planning with faculty
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Let’s Brainstorm!
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Assessment
• Knowing WHAT you are doing• Knowing WHY you are doing it• Knowing the students are
LEARNING
Changing because of the INFORMATION
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Assessment
• Enriching• A compass• Reaffirming• Shouldn’t be an extra
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Assessment
• What do you want to the student to be able to do?
• What does the student need to know in order to do it well?
• What activity will facilitate the learning?• How will they demonstrate the
learning?• How will I know that they have done
this well?
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Assessment
• Outcomes- are measurable/Judgeable- Transfererable- Clear to the student- developmental