integrating information competency into the curriculum: the cornell experience
DESCRIPTION
Presentation given at University of Rochester with Thomas Mills on May 12, 2011TRANSCRIPT
http://www.wordle.net/. Images of Wordles are licensed .
Integrating Information Competency Into the
Curriculum: The Cornell Experience
Thomas Mills and Camille AndrewsCornell UniversitySpring 2011
Understand information (and other) literacies & how to develop strategies to incorporate it into course assignments
Discuss development of Cornell's Undergraduate Information Competency Initiative
Identify successes, challenges & growth of program; issues for future of Initiative
What is information literacy (IL) in your view? At your institution?
"recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“
American Library Association. Presidential Committee on Information Literacy. Final Report.(Chicago: American Library Association, 1989.)
Cornell University. (2010). Learning Outcomes at Cornell.
To student learning outcomes on the ground level
How do we do this on the ground?◦ Discipline◦ Course◦ Assignment
Campus Readiness Framework: ◦ Consider your campus culture, priorities and
initiatives◦ Possibilities and challenges/obstacles?
Who needs to be involved in and what roles there are on your campus for the steering committee?
Adapted from ACRL Information Literacy Immersion Institute (2009).
Administration at all levels
StudentsTAs
Writing Center, etc.
Cluster groups and implementation teamsJason Koski/University Photography
http://guides.library.cornell.edu/comm2010_spring10
TOO MUCH FOR ONE ASSIGNMENT OR COURSE!
INTENDED FOR WHOLE CURRICULUM
http://cybertower.cornell.edu/lodetails.cfm?id=601
Fashion & PosingBy studying Joe Conzo’s pictures we were able to observe the evolution of fashion trends as well as the art of posing through 1979-1982 while focusing on the Cold Crush Brothers. This collection enabled us to create a visual chronology by looking at various concerts, shows, and studio portraits taken by Conzo. We chose to focus on the Cold Crush Brothers because they were the most prominent subjects of the collection. From our personal interpretation and analysis of the pictures we were able to conclude that:• Posing was seen in their pictures since the earliest pictures and evolved thematically in terms of complexity as their fame grew. • Their fashion trends followed the same pattern by becoming more complex and more charismatic as their popularity expanded. The earliest pictures show very few costumes, or coordination of outfits between the members. In the older pictures we see the appearance of showmen, costumes, glitter, outrageous outfits and themes. • Our interpretation was that these trends evolved according to financial abilities, popularity more than due to time.• By comparing the posing style and fashion trends of the Cold Crush with other popular groups of their time we realized that although they evolved through time they were not really following the fashion trends of their times, making them a unique group.
1979 1982
"People were standing around, look good, very fashionable, trend setting." Joe Conzo, April 25th 2009
Gwen Glazer, CUL Communications
Flexibility
Creativity
Fun
Letting students chart their own course can be scary but it makes for good learning. . .
3 institutes 18 classes or programs 20 instructors Thousands of students
Only part of the story. . .
Direct and Indirect◦ Rubrics for assignments and institute◦ Student and faculty surveys
Student and faculty comments: In their own words
Continual process
Fall 2010, ~90 students
Fall 2010, ~90 students
“I use the library databases much more often now; I used more effective, specific search terms; my thought processes became clearer; I learned how to find scholarly articles and not just use websites from Google.”
“I learned how to locate resources that are more scholarly and are better able to support my ideas. I used this knowledge to locate better sources for my research paper, including scholarly journals and encyclopedias.”
"This community completely revitalized my teaching. I've never gotten such high evaluations from my students.“
"The institute has begun a slow but inexorable transformation of my teaching. . .[it] is much more oriented toward the students' discovery of knowledge and much less invested in my imparting it in the front of the classroom. It's them teasing out the questions and devising research strategies with my guidance. The results are stunning.”
Peter Beste, Cornell Chronicle
Robert Barker, University Photography
By Rich James
Successes: Accreditation & Assessment Awareness
dunechaser; padumbumpsh; uggboyugggirl
Doug Belshaw
Challenges: Multiple Literacies
Rachel Gardner
choconancy1
digitalsextant
Patrick Hoesly/zooboing
Paul Veugen
Margaret Gaudino
Valuable lessons and material from Berkeley
Pilot! Iterative, continual process Gain internal as well as external buy in Bring in other stakeholders Shared mission: “It’s about the
students!” Collaboration
What IL successes and challenges are you facing?
Q&A
Contact us:◦ Camille: [email protected]◦ Thomas: [email protected]◦ CUICI: [email protected]
Mellon Library/Faculty Fellowship: http://www.lib.berkeley.edu/mellon/
Cornell UG Info Competency Initiative (CUICI): http://infocomp.library.cornell.edu/