A Presentation to the Library Advisory Committee Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy across

A Presentation to the Library Advisory CommitteeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007

Information Literacy across the Curriculum

Putting Theory into Practice

Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007

Agenda□ Context

UCFV LAC Environmental Scan

□ Information Literacy Definition Models for Information Literacy across the

Curriculum (ILAC) IL & the UCFV Library

□ Suggested Framework & Process for Information Literacy across the Curriculum (ILAC)


The Context


UCFV Strategic Plan□ Objective 1.1.3: Develop the Library and Learning

Centre as a primary location for student life activities, both individual study and group, which centre on learning, study and research (a “learning commons”) More emphasis on “information literacy”

□ Objective 1.2.1: Increase awareness and emphasis on transferable skills (critical thinking, literacy, information literacy, numeracy) A baseline report on each program that identifies the

emphasis and an annual publication highlighting student employment successes (initial and career progression)

Identification of transferable skills included in course outlines and curriculum development


LAC & Information Literacy: Chronology□ February 2006

Presentation: placing information literacy within the context of postsecondary education Resolution: That the Library Advisory Committee formally endorses the concept of

information literacy as an educational goal at UCFV, and is committed to work together to promote this within the institution (D. Thomsom/S. van de Wetering)

□ November 2006 Presentation: building a policy framework for information literacy

□ February 2007 Resolution: That Library Advisory Committee Chair, Michelle Rhodes, will write a letter to

the Chair of the University College Council, requesting that UCC initiate an institution-wide discussion on the articulation of key transferable skills, such as information literacy, as learning objectives across the curriculum. (S. Marsh/C. Isaac)

□ April 2007 LAC Motion: That UCC directs all departments to identify ways in which information literacy

learning outcomes can be incorporated within their course programming, and that the integration of those outcomes be evaluated as part of the program review process. (K. Isaac/M. MacDonald)

Motion defeated, BUT:– There was discussion, raising awareness.– Dianne Common was there, and generally supportive.– Seen as one of a core set of transferable skills, common to all programs (which is where we want

it).


Workforce Readiness*□ Competency is no longer the ticket to success, it’s the

price of admission□ Applied of “soft” skills (e.g., ability to communicate,

think creatively) now considered essential□ Must redefine success beyond acquiring of basic skills

and include assessments for teamwork, civic involvement, professionalism, communication, analytical thinking

□ Must invest early and often to develop a love of life-long learning

* Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135


UCFV: Generational ProfileStudents

64%

28%

7% 1%

Millennials, age <= 23 GenXers, age 24-44

Boomers, age 45-62 Traditionalists, age 63+

Faculty

4%

18%

34%

32%

12%

Age <= 29 Age 30-39 Age 40-49

Age 50-59 Age 60+


> 64%* of our student population =

Millennials

* Data from the 2005/06 UCFV Fact Book


Millennial Mindset*1. Computers are not technology2. The Internet is better than TV3. Reality is no longer real4. Doing is more important than knowing5. Learning more closely resembles Nintendo than logic6. Multi-tasking is a way of life7. Typing is preferred to handwriting8. Staying connected is essential9. There is zero tolerance for delays10.Consumer and creator are blurred

* Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47.


Consider this…

“

”

Based on the latest research in neurobiology, there is no longer any

question that stimulation of various kinds actually changes brain structures and

affects the way people think, and that these transformation go on throughout life. The

brain…can be, and is, constantly reorganized.

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf


“

”Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf

So now we have a generation of students that is better at taking in information and

making decisions quickly, better at multitasking and parallel processing; a

generation that thinks graphically rather than textually, assumes connectivity, and is accustomed to seeing the world through a

lens of games and play.

More on the Millennials




College Students’ Perceptions…Starting an Information Search

1

1

1

1

1

1

2

2

89

IM/Online Chat

Online Bookstore

Online News

Email Information Subscriptions

Topic-Specific Web Sites

Email

Online Database

Library Web Site

Search Engines

% of College Students


College Students’ Perceptions…

0

10

20

30

40

50

60

70

80

90

100

% o

f C

olle

ge

Stu

de

nts

Trustworthy orcrediblesource

Accurate Reliable Cost-effective Easy to use Convenient Fast

Attributes of the Library and Search Engine

Library is best for… Search engine is best for…


College Students’ Perceptions…Evaluating Electronic Information Sources

38

62

64

73

73

82

Based on a recommendation

Provides fast information

Based on the ease of use

Provides credible/trustworthyinformation

Provides free information

Provides worthwhile information



College Students’ Perceptions…Factors in Determining Trustworthiness of Information

2

3

42

46

68

69

71

83

The fact that it costs money

Other

Based on the personalappearance of the site

Based on the author

Recommendation from a trustedsource

Based on the reputation of thecompany/organization

Find the information on multiplesites/cross-referencing

Based on personal knowledge/commmon sense



College Students’ Perceptions…Trusted Sources for Validating Information

2

2

3

4

6

9

13

15

45

Coworker/professionalcolleague

Librarian

Friend

Relative

Library materials

Expert in the field of interest

Print material

Other web sites with similarinformation

Teacher/professor



Information Literacy


Information Literacy: FormationInformation Skills

Values & BeliefsGeneric Skills

Discipline orTopic

- Problem solving- Collaboration & teamwork- Written & oral communication- Critical & creative thinking- Quantitative literacy (numeracy)- Integration of learning

- Ethical reasoning- Civic responsibility & engagement- Intercultural knowledge & actions- Propensity for lifelong learning

- Information seeking / inquiry- Information use- Information technology fluency



Information Literacy: PracticeTextual Site

Social SiteCorporeal Site

Context

-Observation of practice- Rehearsal- Narrative

- Technical & training manuals- Administrative documents- Policies, procedures- Institutional discourse- Standards for performance & conduct

- Community membership & identity- Actions, values, beliefs, & emotions- Communities of practice



5 Dimensions of Higher Learning□ Declarative Content Knowledge

□ Procedural Skills

□ Conditional Applications

□ Reflective Self-awareness & Empathy

□ Metacognitive Self-management


Bloom’s Revised Taxonomy□ Remember

Retrieve, recognize, and recall relevant knowledge from long-term memory

□ Understand Construct meaning from oral, written, and graphic messages; explain

information or concepts □ Apply

Carry out or use a procedure; use information in new ways □ Analyze

Break material into constituent parts, determine how the parts relate to one another and to an overall structure or purpose

□ Evaluate Make judgments based on criteria and standards; defend concept or

idea □ Create

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure


Models for ILAC

Model 1: Stand-Alone□ Students take a required course

(or set of courses) to provide a base of knowledge & skills

□ Formal learning opportunities in other courses reinforce general skills & concepts, relate them to specific disciplines

Model 2: Infusion*□ Sequential progression of

learning opportunities linked to a core curriculum across academic programs or disciplines

□ Reinforced through program design IL is key learning outcome at

course level Course professor provides regular

& progressive activities & assignments

IL instruction from professor, or jointly shared by professor and librarian

IL skills assessed along with subject content and other generic skills


The Infusion Model□ Provides opportunities for experiential,

interactive, authentic learning games simulations online resources to support tasks & assignments group learning contextualized skill development

□ Progressive, laddered□ Recursive□ Explicit

embed+ integrate

+ supplementcontextualized

recursivelearning


IL & the UCFV Library□ Mandatory orientations & seminars

CMNS 125, CMNS 155, ENGL 105 ½-hour library tour (Weeks 2-4) Required take-home assignment (library catalogue, article index, library services

& organization) 1.5-hour assignment-focused seminar

– required for ENGL 105– by instructor request for CMNS 125 & 155– students have been introduced to assignment, selected topic, and done some initial

research 2006/07: 74 tours, 42 seminars

□ BIO 111 seminars 1.5-hour seminar, Week 1 lab Focus on scientific communication, scholarly literature Assignment linking popular and scholarly literature 2006/07: 18 seminars

□ Seminars for other UCFV courses Not consistent, ad hoc By instructor request 2006/07: 118 seminars


IL & the UCFV Library, cont’d□ Departmental orientations

Focus on disciplinary resources– Social Work– Nursing– Practical Nursing– Criminology (graduate students)

□ Specialized Workshops 2006/07: RefWorks, 20 workshops

□ Teacher Education Program (since April 2007) Dedicated librarian (0.5 FTE appointment as TEP faculty) Teaches course on educational technology & social justice

□ Extended Reference Appointments By student request New model for Fall 2007, introduced beginning of October 13 requests to date


Stage 1CMNS 125, CMNS 155, ENGL 105

Stage 2CMNS 155, ENGL 05

Stage 3Gateway Courses (1xx, 2xx)

Stage 4Upper Division Courses (3xx, 4xx)

Stage 5Capstone

Goals Introduce library facilities, policies, services

Introduce library catalogue and indexes

Introduce different types of information formats

Build skills in searching specific tools

Learn to choose appropriate information formats

Apply critical thinking and evaluation

Introduce students to communication and inquiry within a discipline

Practice disciplinary communication

Application of general skills and knowledge within new context

Practice disciplinary communication

Practice analysis and synthesis skills

Apply critical and creative thinking skills

Solidify disciplinary writing skills

Practice synthesis Apply self-evaluation

skills Demonstrate

understanding of own learning and development

Activities Library tour early in term

Orientation to resources needed for specific assignment

Takes place after introduction of research assignment

Introduction to the discipline: communication, structure, inquiry

Reaches all students in the discipline

More advanced inquiry within the discipline

Reaches degree-seeking students

Large, integrative project

Final project in degree program

Metacognitive elements

Assignments Orientation exercise/ tutorial introducing library catalogue and general periodical index

Annotated bibliography

Basic research report/paper

Discipline-specific formats (e.g., lab reports, ethnographies, interviews, literary criticisms, performance or book reviews)

Parts of research papers (e.g., literature review, problem statement)

Collaborative research papers

Research papers Posters Discipline-specific

formats Collaborative service

learning project

Research paper Learning portfolio Service learning

project

Assessment Still to be developed; potential tools include rubrics, online evaluations, formative assessments throughout assignments (e.g., constructive feedback), peer evaluation, etc.

UCFV Library: Framework for IL


What’s in a Research Paper?□ Discipline Knowledge

understanding communication practices within a discipline knowledge of what’s current within a discipline or course context what is a “researchable” topic within the discipline

□ Resource Knowledge range of information sources and formats, and their purpose/use

– academic/scholarly vs. trade/professional vs. popular– primary vs. secondary

□ Searching Skills determining vocabulary selecting appropriate resources and anticipating best results

□ Documentation Skills documentation styles quoting vs. paraphrasing vs. summarizing knowing when to cite

□ Epistemological Skills choosing best sources for paper

– understanding and being able to apply criteria to determine authority, objectivity, currency, quality

comparing and evaluating differing viewpoints applying logical reasoning (rhetoric)


Framework & Process for ILAC


Characteristics of a Successful Framework

□ Linked to goals and educational philosophy of institution (see UCFV Strategic Plan, Mission, Vision)

□ Receives library and administrative support and financing□ Engages discipline and library faculty in a common goal of

information literate students□ Relies on a set of IL standards to establish curriculum and

assess learning□ Consists of a sequential progression of learning opportunities

linked to a core curriculum across academic programs or disciplines

□ Assesses learning at all levels: pre- and post at the institutional, program/discipline, and course level

□ Enjoys a sustained infrastructure of staffing and technical support


Policy & Practice


Building a Framework□ Institutional Learning Outcomes□ Program Learning Outcomes□ Curriculum Mapping□ Course Development□ Assignment Development□ Assessment□ Faculty Support


Institutional Learning Outcomes□ What does a UCFV-educated person look like?

Breadth requirements Intellectual & practical skills

– including information literacy Individual & social responsibility (values, attitudes)


Program Learning Outcomes□ What does a graduate of my program look like?

Knowledge Skills Attitudes

□ Operationalize institutional learning outcomes Breadth requirements Intellectual & practical skills Individual & social responsibility


Curriculum Mapping□ Map program learning outcomes to individual

courses required, elective

□ Identify level at which each outcome is addressed introduced, reinforced, mastery novice, intermediate, expert

□ Identify emphasis little/none, moderate, extensive

□ Identify common assignments□ Identify assessment methods


Course Development□ Course learning outcomes

operationalize program & institutional learning outcomes

refer to curriculum map

□ Address issues related to multiple sections assignments assessment faculty support


Assignment Development□ Identify learning goals/outcomes

Linked to course objectives Demonstrate knowledge and skills

□ Identify tasks Correspond to one or more specific, important learning goals Adequately represent the skills (critical thinking, research, writing, etc.) you want students to develop Use authentic, enduring real-world tasks or problems that students will view as meaningful and relevant Use appropriate assignment framework (i.e., type of assignment) for defined tasks Include opportunities for student decision-making

□ Develop clear directions Provide overview: what you want them to do and why Clearly state what student is to do Identify the skills/knowledge you want to elicit Write as directions, not questions Provide models or examples if format is unfamiliar to students Encourage high performance expectations

□ Develop assessment criteria Linked to learning goals/outcomes State point value Describe &/or demonstrate how assignment will be evaluated (rubric) Establish deadline, optimal length Does spelling/grammar count?

□ Plan learning interventions Evaluate each assignment task for needed intervention Determine who should provide intervention (you, librarian, writing centre, etc.) Schedule intervention(s)


Learning InterventionsProficiency Levels Acquisition Types

E: ElementaryStudent requires a basic understanding of concepts and should be able to perform most of the relevant skills with little or no guidance

D: DevelopmentalTask-specific skills requiring direct and planned intervention

P: ProficientStudent must understand a number of specific concepts, would necessarily be able to demonstrate mastery of a broad range of specific skills, and should be able to apply them with no guidance

C: ConsequentialSecondary-level skills learned as a result – or consequence – of direct and planned intervention

A: AdvancedStudents exhibits a thorough understanding of an extensive array of complex concepts, understands the contexts within which they apply, and should be able to perform all relevant skills independently and at the highest level across a range of contexts

A: AttitudinalKnowledge and concepts which underpin task-specific and secondary skills development that develop over time and with experience


Assessment□ At all levels

Institution Program Course Assignment

□ Linked to outcomes□ Variety of methods

Standardized assessments (ICT Literacy Assessment, SAILS)

Learning assessments (course & assignment level)


Faculty Support□ Course resources

syllabi assignments & exams textbook evaluations

□ Department resources mentors in-service professional development course releases to support

– course & curriculum redesign– scholarship of teaching & learning

□ Institutional resources Teaching & Learning Centre librarians Instructional Skills Workshops

□ Professional Development


ReferencesAnderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and

assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York: Longman.

Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Retrieved February 2, 2006 from http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf

Bundy, A. (ed.). (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Australian & New Zealand Institute for Information Literacy. Retrieved February 2, 2006 from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

Campbell, A., Amman, R., & Dieu, B. (2005). ELGG – a personal learning landscape [online]. TESL-EJ, 9(2). Retrieved October 24, 2007, from http://tesl-ej.org/ej34/m1.html

College students’ perceptions of libraries and information resources. (2005, December). OCLC. Retrieved October 24, 2007 from http://www.oclc.org/reports/perceptionscollege.htm

Connaway, L. S. (2007, June). Focusing on change: Connection to both millennials and baby boomers. Program presented at the Information: Interactions & Impact Conference, Aberdeen, UK. Retrieved October 23, 2007, from http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt

Fitzwater, D., Geesaman, J., Gray, K., Kickels, C., Odberding, A., Payne, N., et al. (2003, August). Information literacy across the curriculum action plan. [College of DuPage]. Retrieved October 23, 2007, from http://www.cod.edu/library/services/faculty/infolit/actionplan.pdf

http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf

http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

http://tesl-ej.org/ej34/m1.html

http://www.oclc.org/reports/perceptionscollege.htm

http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt

http://www.cod.edu/library/services/faculty/infolit/actionplan.pdf


References, cont’dLloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive

practice. Library Quarterly, 77, 181-198.

McGlynn, A. P. (2005). Teaching millennials, our newest cultural cohort. The Hispanic Outlook in Higher Education, 16, 19-20.

A multi-dimensional framework for academic support. (2005, January 4). University of Minnesota Libraries. Retrieved October 23, 2007, from http://www.lib.umn.edu/about/mellon/

Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47.

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf

Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135

http://www.lib.umn.edu/about/mellon/



http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf

http://www.conferenceboard.ca/documents.asp?rnext=2135



Documents

A Presentation to the Library Advisory Committee Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy across