Developing Developing Information Literacy Information Literacy

Competencies in Your Competencies in Your StudentsStudents

Cara BradleyCara Bradleycara.bradley@uregina.cacara.bradley@uregina.ca

Charles PhelpsCharles Phelpscharles.phelps@uregina.cacharles.phelps@uregina.ca

Archer LibraryArcher Library

University of ReginaUniversity of Regina

Would you like your students Would you like your students to . . .to . . .

►Become critical thinkers?Become critical thinkers?►Develop more efficient information-Develop more efficient information-

seeking and retrieval habits?seeking and retrieval habits?►Evaluate information systematically?Evaluate information systematically?►Learn how to help themselves learn?Learn how to help themselves learn?►Graduate as enthusiastic, capable, life-Graduate as enthusiastic, capable, life-

long learners?long learners?

Then you have come to the right place!Then you have come to the right place!

Information literacy (Librarians)Information literacy (Librarians)Research education (Professors)Research education (Professors)

► Information literacy (or information Information literacy (or information competency) is a set of abilities requiring competency) is a set of abilities requiring individuals to “recognize when information individuals to “recognize when information is needed and have the ability to locate, is needed and have the ability to locate, evaluate, and use effectively the needed evaluate, and use effectively the needed information.” information.”

► Information literacy forms the basis for Information literacy forms the basis for lifelong learning. It is common to all lifelong learning. It is common to all disciplines, all learning environments, and to disciplines, all learning environments, and to all levels of education.all levels of education.

Information literacy—more than just Information literacy—more than just information technology skillsinformation technology skills

Tool literacyTool literacy - The ability to use print and electronic resources including - The ability to use print and electronic resources including software and online resources. software and online resources.

Resource literacyResource literacy - The ability to understand the form, format, location and - The ability to understand the form, format, location and methods for accessing information resources. methods for accessing information resources.

Social-structural literacySocial-structural literacy - Knowledge of how information is socially - Knowledge of how information is socially situated and produced. It includes understanding the scholarly publishing situated and produced. It includes understanding the scholarly publishing process. process.

Research literacyResearch literacy - The ability to understand and use information - The ability to understand and use information technology tools to carry out research, including the use of discipline-related technology tools to carry out research, including the use of discipline-related software and online resources. software and online resources.

Publishing literacyPublishing literacy - The ability to produce a text or multimedia report of - The ability to produce a text or multimedia report of research results.research results. - Shapiro, Jeremy J. and Shelley K. Hughes. “Information Literacy as a Liberal Art.” - Shapiro, Jeremy J. and Shelley K. Hughes. “Information Literacy as a Liberal Art.” Educom Educom ReviewReview (March/April, 1996) (March/April, 1996)

StandardsStandards

►The Association of College and The Association of College and Research Libraries (ACRL) has Research Libraries (ACRL) has identified “Information Literacy identified “Information Literacy Competency Standards for Higher Competency Standards for Higher Education” to help librarians and Education” to help librarians and instructors identify and address instructors identify and address key needskey needs http://www.ala.org/acrl/ilcomstan.htmhttp://www.ala.org/acrl/ilcomstan.htm

ll

Issue #1—Size and ScopeIssue #1—Size and Scope

►There is no correlation between the There is no correlation between the topic the student chooses and a) the topic the student chooses and a) the length of the assignment and b) the length of the assignment and b) the size/scope of research available on the size/scope of research available on the topic.topic. i.e. I want to write a 5 page paper about i.e. I want to write a 5 page paper about

Ancient Greece. Ancient Greece.

Standard #1: The student determines Standard #1: The student determines the nature and extent of the information the nature and extent of the information

needed.needed. IL studentIL student

- brainstorms for key brainstorms for key termsterms

- identifies appropriate identifies appropriate types of resourcestypes of resources

- understands instructor’s understands instructor’s requirements for requirements for sourcessources

II studentII student

- types entire thesis types entire thesis statement into Googlestatement into Google

- can’t differentiate can’t differentiate between search engine between search engine results and results and database/catalog results database/catalog results (scholarly sources)(scholarly sources)

- far too many or far too far too many or far too few citations—unable to few citations—unable to match information need match information need with scope of project at with scope of project at handhand

Issue #2—Volume of Issue #2—Volume of informationinformation

““A weekday edition of the A weekday edition of the New York TimesNew York Times contains contains more information than the average person was more information than the average person was likely to come across in a life-time in seventeenth-likely to come across in a life-time in seventeenth-century England.”century England.” (Richard Saul Wurman, (Richard Saul Wurman, Information AnxietyInformation Anxiety (1989)) (1989))

- - By 2020 the available body of information will By 2020 the available body of information will double every 73 days.”double every 73 days.” (Patricia Senn Breivik, (Patricia Senn Breivik, Student Student Learning in the Information AgeLearning in the Information Age (1998)) (1998))

- - Half of the pages on the World Wide Web disappear Half of the pages on the World Wide Web disappear every month, and yet the Web continues to double every month, and yet the Web continues to double in size every year.in size every year. (Kelly Russell, “Libraries and Digital (Kelly Russell, “Libraries and Digital Preservation: Who Is Providing Electronic Access for Tomorrow?” (pp. Preservation: Who Is Providing Electronic Access for Tomorrow?” (pp. 1-30) in Charles F. Thomas, ed., 1-30) in Charles F. Thomas, ed., Libraries, the Internet, and Libraries, the Internet, and Scholarship: Tools and Trends ConvergingScholarship: Tools and Trends Converging (2002)) (2002))

Standard #2: The student accesses Standard #2: The student accesses needed information effectively and needed information effectively and

efficiently.efficiently. IL studentIL student- asks for assistance if asks for assistance if

unsure about unsure about appropriateness of a appropriateness of a resourceresource

- understands how to understands how to apply general search apply general search techniques to a range techniques to a range of resourcesof resources

- refines search if refines search if results not adequateresults not adequate

II studentII student

- jumps around library jumps around library web site (and only if web site (and only if unsuccessful with unsuccessful with Google search) Google search)

- prints first five full-prints first five full-text sources without text sources without evaluationevaluation

- will not consult print will not consult print sourcessources

Issue #3—Evaluating Issue #3—Evaluating InformationInformation

► 83% of Internet sites contain commercial 83% of Internet sites contain commercial information / 6% contain scientific or information / 6% contain scientific or educational contenteducational content

► 3% of web content is Canadian3% of web content is Canadian OCLC Web Characterization ProjectOCLC Web Characterization Project Accessibility and Distribution of Information on Accessibility and Distribution of Information on

the Web (the Web (NatureNature, 1999), 1999)

► Most extensive examples of quality Most extensive examples of quality evaluation are on health sitesevaluation are on health sites

Standard #3: The student evaluates Standard #3: The student evaluates information critically and incorporates information critically and incorporates

selected information into their selected information into their

knowledge base and value systemknowledge base and value system IL studentIL student- critically reviews critically reviews

information collectedinformation collected

- thinks of new avenues thinks of new avenues to pursue if additional to pursue if additional information is requiredinformation is required

- thinks about how thinks about how information relates to information relates to self/assignment/classself/assignment/class

II studentII student

- writes paper without writes paper without understanding or understanding or forming opinion about forming opinion about the material collected the material collected

- might speak to might speak to instructor if having instructor if having difficulties in hopes of difficulties in hopes of being told which being told which resources to useresources to use

Issue #4—Using information Issue #4—Using information effectivelyeffectively

►“Unlike books, which must be read, understood, and synthesized, the Web too often consists of beautiful graphics and short summaries. When strung together to form a research paper, these summaries are bound to appear fragmented and superficial, more of a random montage than a sustainable argument.” David Rothenberg, “How the Web Destroys the

Quality of Students’ Research Papers,” Chronicle of Higher Education (August 15, 1997): A44.

Standard #4: The student uses Standard #4: The student uses information effectively to accomplish a information effectively to accomplish a

specific purpose.specific purpose.

IL studentIL student

- makes an outlinemakes an outline

- Reads, absorbs and Reads, absorbs and thinks at a deeper thinks at a deeper levellevel

- proof-reads and seeks proof-reads and seeks peer-review, inputpeer-review, input

- learns something from learns something from the process/topicthe process/topic

II studentII student

- turns in first draftturns in first draft

- skims multiple sources skims multiple sources without deeper without deeper reflection/understandingreflection/understanding

- ultimately finds the ultimately finds the whole assignment whole assignment frustratingfrustrating

Issue #5—Ethical and legal use Issue #5—Ethical and legal use of informationof information

►53% of university undergrads surveyed 53% of university undergrads surveyed said that said that they had cheated in ways that they had cheated in ways that range from "copying a few sentences range from "copying a few sentences from the Internet without footnotes, to from the Internet without footnotes, to turning in a paper that someone else turning in a paper that someone else wrote.” And this is only those who wrote.” And this is only those who admitted it!admitted it! Christensen-Hughes, J. M., & McCabe, D. L. Christensen-Hughes, J. M., & McCabe, D. L.

(2006). Academic misconduct within higher (2006). Academic misconduct within higher education in Canada. education in Canada. The Canadian Journal The Canadian Journal of Higher Educationof Higher Education, , 3636(2), 1-21. (2), 1-21.

Standard #5: The student Standard #5: The student understands many of the issues understands many of the issues

surrounding the use of and access to surrounding the use of and access to information and does so legally and information and does so legally and

ethicallyethically

IL studentIL student

- keeps track of located keeps track of located informationinformation

- correctly cites sourcescorrectly cites sources

- obtains permission for obtains permission for materials when materials when neededneeded

II studentII student

- plagiarizes without plagiarizes without realizing itrealizing it

- fabricates source fabricates source information because information because original sources are lostoriginal sources are lost

- incorrect/incomplete incorrect/incomplete citations citations

Do you think that students have Do you think that students have adequate information literacy adequate information literacy

skills?skills?

““Most undergraduates come to college Most undergraduates come to college having mastered only the most basic having mastered only the most basic tools for research. They can use a tools for research. They can use a dictionary. They can conduct a search dictionary. They can conduct a search in Google that yields results (5 million, in Google that yields results (5 million, in fact!). They may even be able to run in fact!). They may even be able to run an online search by author or title and an online search by author or title and then find the book on the shelf. then find the book on the shelf.

But that’s about it—and that’s not But that’s about it—and that’s not nearly enough.”nearly enough.”

Todd Gilman, “Show Your Librarian Some Love,” Todd Gilman, “Show Your Librarian Some Love,” Chronicle Chronicle of Higher Educationof Higher Education,” October 3, 2006,” October 3, 2006

The literature indicates faculty are The literature indicates faculty are increasingly noticing problems/deficits . . . increasingly noticing problems/deficits . . .

Example:Example:► 419 journalism faculty across the U.S. were 419 journalism faculty across the U.S. were

asked to read the ACRL standards and then asked to read the ACRL standards and then asked if their students are information literate. asked if their students are information literate. Here’s what they said: Here’s what they said: 3.8% --all students meet ACRL information 3.8% --all students meet ACRL information

literacy criterialiteracy criteria 42.2%--some of their students meet the ACRL 42.2%--some of their students meet the ACRL

information literacy criteriainformation literacy criteria 23.4%--few of their students meet the ACRL 23.4%--few of their students meet the ACRL

information literacy criteriainformation literacy criteria► Singh, A. B. “A Report on Faculty Perceptions of Students’ Singh, A. B. “A Report on Faculty Perceptions of Students’

Information Literacy Competencies in Journalism and Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey.” Mass Communication Programs: The ACEJMC Survey.” College & Research LibrariesCollege & Research Libraries v. 66 no. 4 (July 2005)v. 66 no. 4 (July 2005) p. p. 294-310294-310

What are some signs that your What are some signs that your students are lacking information students are lacking information

literacy skills?literacy skills?

► Too few/too many items on bibliographyToo few/too many items on bibliography► Irrelevant items on bibliographyIrrelevant items on bibliography► Choose only items that have words from the Choose only items that have words from the

topic in their titletopic in their title► Include only items available onlineInclude only items available online► Do not include items from peer-reviewed Do not include items from peer-reviewed

journal literaturejournal literature► Do a test—conduct a basic keyword search in Do a test—conduct a basic keyword search in

the major database and see if they have only the major database and see if they have only included the first few full-text itemsincluded the first few full-text items

► PlagiarismPlagiarism► Incorrect or incomplete citationsIncorrect or incomplete citations

Perhaps the U of R Library can Perhaps the U of R Library can

help . . .help . . .

► U of R Library Vision statement states (in U of R Library Vision statement states (in part): “We will measure our achievements part): “We will measure our achievements and satisfaction by the degree to which we and satisfaction by the degree to which we are successful in creating independent, are successful in creating independent, effective information seekers and users.”effective information seekers and users.”

Part 2: Part 2: Practical Tips for Practical Tips for

Engendering Engendering Students’ Information Students’ Information

CompetencyCompetency

Commonly Observed Commonly Observed Information Information

DysfunctionalitiesDysfunctionalities

ProcrastinationProcrastination

►Expected problems: Not enough time Expected problems: Not enough time to digest and evaluate sources, try to digest and evaluate sources, try different search strategies, develop different search strategies, develop new sources from the first group, etc.new sources from the first group, etc.

►Precludes obtaining materials via Precludes obtaining materials via Interlibrary Loan.Interlibrary Loan.

►Precludes placing holds or recalls on Precludes placing holds or recalls on library-owned materials.library-owned materials.

Students use only what pops Students use only what pops up on their computer screen.up on their computer screen.

““If it’s not online, forget it.”If it’s not online, forget it.”

Students think of gathering Students think of gathering sources as a quick, slap-dash sources as a quick, slap-dash

effort.effort.

►They view it as just a matter of banging They view it as just a matter of banging a few keywords into their computer and a few keywords into their computer and using the first items that appear.using the first items that appear.

►They have no concept of the time and They have no concept of the time and effort required for an adequate literature effort required for an adequate literature search.search.

““Students who have grown up in a world of Students who have grown up in a world of computers, cellphones, and ATM’s expect computers, cellphones, and ATM’s expect information to be immediately available and information to be immediately available and presented in a presented in a USA TodayUSA Today format—short and format—short and devoid of detail.”devoid of detail.” Barefoot, Betsy. “Bridging the Chasm: First-YearBarefoot, Betsy. “Bridging the Chasm: First-Year Students and the Library.” Students and the Library.” Chronicle of Chronicle of HigherHigher Education Education 20 Jan. 2006: B16.20 Jan. 2006: B16.

Students search Students search ineffectively…ineffectively…

► in the wrong databases or only in in the wrong databases or only in Google,Google,

►using ineffective keywords (over-using ineffective keywords (over-specified, under-specified, without specified, under-specified, without enough variants, etc.),enough variants, etc.),

►without knowing the syntax of the without knowing the syntax of the search interface,search interface,

►using ineffective search strategies.using ineffective search strategies.

Students choose topics for Students choose topics for which few or no sources can be which few or no sources can be

found.found.

►Topics are often over-specified.Topics are often over-specified.►Deadly when combined with Deadly when combined with

procrastination.procrastination.

Students are baffled by peer-Students are baffled by peer-reviewed journal articles.reviewed journal articles.

►They don’t know how to approach They don’t know how to approach articles meant to be read by articles meant to be read by specialists.specialists.

►They don’t know the difference They don’t know the difference between review articles and articles between review articles and articles reporting original research (and how to reporting original research (and how to search specifically for review articles).search specifically for review articles).

The instructor forbids using The instructor forbids using “Internet sources”…“Internet sources”…

……but students don’t realize that online but students don’t realize that online peer-reviewed journals and other peer-reviewed journals and other such materials are not “Internet such materials are not “Internet sources.”sources.”

Students find a reference, but Students find a reference, but don’t know how to obtain the don’t know how to obtain the

item.item.

Often, they think they must pay to Often, they think they must pay to access an item that is available to access an item that is available to them free.them free.

Suggested RemediesSuggested Remedies

Ask your subject librarian to Ask your subject librarian to give a presentation to the class.give a presentation to the class.

►Each department/faculty has a librarian.Each department/faculty has a librarian.►Students will learn of resources Students will learn of resources

available to them and how to use them.available to them and how to use them.►A librarian can give advice specific to A librarian can give advice specific to

an assignment, as well as general an assignment, as well as general advice.advice.

►Students will see the “face of the Students will see the “face of the Library”, and know a contact for help.Library”, and know a contact for help.

►Librarians are happy to do this.Librarians are happy to do this.

Explain the information Explain the information structure of your discipline.structure of your discipline.

For example, the role of books, journal For example, the role of books, journal articles, conference proceedings, articles, conference proceedings, technical reports, government technical reports, government reports, preprints, etc.reports, preprints, etc.

Require that students use Require that students use different search procedures.different search procedures.For example…For example…

►database keyword searches,database keyword searches,►citation searching and related records citation searching and related records

searching (using Web of Science),searching (using Web of Science),►bibliographies in books and articles.bibliographies in books and articles.

Have students annotate their bibliographies, telling how they found each source.

Require different kinds of Require different kinds of sources.sources. For example …For example …

►At least x number of articles, y At least x number of articles, y number of books, z number of other number of books, z number of other types of sources.types of sources.

►At least At least λλ number of sources number of sources published before (say) 1950.published before (say) 1950.

Require that students submit a Require that students submit a preliminary bibliography long preliminary bibliography long before the assignment is due.before the assignment is due.

Before giving an assignment, let Before giving an assignment, let the subject librarian see it.the subject librarian see it.

►The librarian can prepare for student The librarian can prepare for student questions.questions.

► Important when specific resources Important when specific resources (databases, encyclopaedias, etc.) are (databases, encyclopaedias, etc.) are required (to prevent mis-identification, required (to prevent mis-identification, etc.).etc.).

A new tool!A new tool!

► The U of R Library and the SIAST Library have The U of R Library and the SIAST Library have developed an online tutorial to enhance developed an online tutorial to enhance online literacy, and help faculty assess and online literacy, and help faculty assess and cultivate students’ information literacy.cultivate students’ information literacy.

Check it out on the library web site!Check it out on the library web site!

Funding for this project is provided by a TEL (Technology Enhanced Learning) grant.Funding for this project is provided by a TEL (Technology Enhanced Learning) grant.

Contact us!Contact us!

►Email Email ► IM (Instant Messaging)IM (Instant Messaging)

► In-personIn-person►PhonePhone

And finally…And finally…

Encourage students to use an Encourage students to use an under-utilized resource:under-utilized resource:

The Librarian.The Librarian.