1 Information Fluency: Literacy in the Digital Age Lisa Janicke Hinchliffe janicke@alexia.lis.uiuc.edu

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  • Information Fluency: Literacy in the Digital AgeLisa Janicke Hinchliffejanicke@alexia.lis.uiuc.edu

  • Who is Lisa?Library Instruction Coordinator, ISU Library Liaison to Teaching GroupsTeaching - Undergraduate and Graduate Research Activities: Classroom Design re: LearningHigh School to College Transition re: Information Skills: Cognitive, Affective, and DispositionalProfessional Service Area: Information Literacy (ACRL)After July 17: Coordinator of Information Literacy Services and Instruction, UIUC

  • RememberingDescribe a memory of doing research in college. What was your experience of research? Which class was the research for?

    Describe your students doing research for assignments in your classes. What is their experience of research? Make a list of key words and phrases that describe the experiences. Make a list of the classes mentioned.

  • Session Overview

    Information Literacy ContextInformation Literacy Competency Standards for Higher EducationPedagogical Examples

  • CIRP(Cooperative Institutional Research Program)Entering First-Year Students - National Fall 2000*Used the Internet for research/homework: 67.4%Hours/week reading for pleasure:

    None: 24.7%6-10: 5.4%Less Than 1: 27.5%11-15: 1.9%1-2: 24.9%16-20: 0.7%3-5: 14.1%Over 20: 0.8%*The American Freshman: National Norms for Fall 2000

  • The Goal: Engaged LearningThe Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in framing of a significant question or set of questions, the research or creative exploration to find answers, and the communications skills to convey the results**http://www.ala.org/acrl/ilintro.html

  • Courses Structured for Engaged Learning*Student-centered learning environments

    Inquiry is the norm.Problem solving is the focus.Thinking critically is the process.*http://www.ala.org/acrl/ilintro.html

  • Note on LanguageInformation Fluency?Information Literacy?Information Competency?Information Skills?Research Skills?Technology Literacy?Information Technology Fluency?Resource-Based Learning

  • Note on LanguageInformation Fluency?Information Literacy?Information Competency?Information Skills?Research Skills?Technology Literacy?Information Technology Fluency?Resource-Based Learning

  • Information Literacy DefinedAn information literate person is......one who is able to recognize when information is needed and have the ability to locate, evaluate, and effectively use the needed information.Final Report of the American Library Association Presidential Commission on Information Literacy. 1989. http://www.ala.org/acrl/nili/ilit1st.html

  • A Liberal Art?information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact -- as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society

    Jeremy J. Shapiro and Shelley K. Hughes, Information Literacy as a Liberal Art, EDUCOM Review, 31(2), March/April 1996, http://www.educause.edu/pub/er/review/reviewarticles/31231.html

  • SCANS ReportSecretarys Commission on Achieving Necessary Skills (http://wdr.doleta.gov/SCANS)What Work Requires from SchoolsOne of Five Workplace Competencies:

    Acquires and Uses Information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses Computers to Process Information

  • White Paper: 21st Century Literacy SummitLiteraciesTechnology LiteracyInformation LiteracyMedia CreativitySocial Competence and ResponsibilityArenasEducationWorkplace SkillsCivic Engagementhttp://www.21stcenturyliteracy.org/

  • Higher Education StandardsInformation Literacy Competency Standards for Higher Education http://www.ala.org/acrl/ilcomstan.html

    Companion Document for Librarians: Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians http://www.ala.org/acrl/guides/objinfolit.html

  • Standard 1: The information literate student determines the nature and extent of the information needed.

  • Standard 2:

    The information literate student accesses needed information effectively and efficiently.

  • Standard 3:

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

  • Standard 4:

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

  • Standard 5:

    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.

  • Information Literacy Skillsscope and contentpopular vs scholarly level of complexityformats indexedfunctionalityCritical ThinkingTechnicalConceptualweb browserkeyword/boolean/ truncation/proximityemail/downloadproxy serveranalyze search strategy and processreflect and revise evaluate and select

  • Goals/Activities Related to Information LiteracyCritical ThinkingAwareness of Controversy and Disagreement in a DisciplineDevelopment of Academic Thought and DiscourseResearch Writing

  • InquiryImage from: http://www.inquiry.uiuc.edu/

  • Pedagogical Approaches

    Assume students have the skill/abilityProvide the results which would come from using the skill/abilityProvide instruction in the skill/ability to studentsAssess performance of the skill/ability

  • Tensions

    LiteracyIlliteracy

    LiteracyAliteracy

    GeneralDiscipline

  • Work Toward DispositionsBehaviors that require a discipline of mind that is practiced so it becomes a habitual way of working toward more thoughtful, intelligent action in a productive learning organization.**Arthur L. Costa and Bena Kallick. Preface to the Series in Activating and Engaging Habits of Mind (ASCD, 2000), p. xii.

  • Requires CollaborationCollaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals.** Collaboration: What Makes It Work?

  • Whose Help Do You Need?FacultyLibrariansInstructional Designers/SpecialistsTechnologistsMedia DevelopersStudentsOther: __________________________

  • Some ExamplesReadings List: http://www.ilstu.edu/~lwhinch/sfttff/infolit.htmEvaluating Web Resources: http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/webeval.htmSample Evaluation Sites: http://www.mlb.ilstu.edu/crsres/foiweb.htmTILT: http://tilt.lib.utsystem.edu/ Standards Toolkit: http://www.csusm.edu/acrl/il/toolkit/index.htmlAssignment Calculator: http://www.lib.umn.edu/help/calculator/

  • Thank You

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