Information Literacy Competencies: New Directions

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Information Literacy Competencies: New Directions. Caroline M. Stern, Ph.D. 3040 Arts & Sciences Commons Ferris State University Big Rapids, MI 49307 USA PH: 1-231-591-2917 FAX: 1-231-591-2910 E Mail: Competency. - PowerPoint PPT Presentation


  • Information Literacy Competencies:New DirectionsCaroline M. Stern, Ph.D.3040 Arts & Sciences CommonsFerris State UniversityBig Rapids, MI 49307 USAPH: 1-231-591-2917 FAX: 1-231-591-2910E Mail:

  • Competency The role of a teaching institution is to certify that a student is competent in aSpecific, stated skillSet of focused or diverse skillsKnowledge base / disciplineGeneral education information

  • Information Literacy competency Increasingly part of over all institutional accreditation

    Demanded by some employers in specific industries or professions for credentialing

  • Competency without rankingLetter grades or class ranking may not suit your purpose

    Entry-level competency

    Exit level competency

  • Competency measurement considersWhat should the students already know?

    What does each student actually know?

    What knowledge base does the student need in order to succeed?

    What content and behaviors are being taught to bridge that gap?

  • Assessments considerWhat the student knew (in-coming competencies)Point-in-time snapshotPlacement adviceWhat the student learned (exit competencies)Longitudinal growth measurementValue added measurement

  • Assessment demographicsInstitution-wide


    Target audience with larger population

    Individual Educational Plans (IEP)

  • Benefits of IL assessmentDemonstrate a needJustify an expense Earn accreditationArticulate level of competencies to Direct teaching strategiesOrganize students into learning groups Identify appropriate teaching resources

  • ACRL has placed the foundation Standards and Indicators

    Recognize the need for information

    Identify potential sources of information

    Develop successful information search strategies

    Evaluate information critically

    Use information effectively to accomplish specific purposes

    Understand the ethical, legal, and social guidelines

    Access and use information ethically and legally

  • Clarify objectives using ACRLRank the relevancy/ importance of selected skills

    Be reasonable in the number of skills you assess

    Match the skills toAbilities levels in your testing populationTeaching goals / content area

    Articulate levels of performance for each skill selected

  • Think beyond cognitive skills

    Behavioral lifelong-learning skills includeAttitude toward and interest in the subject

    Persistence or time-on-task

    Realistic and relevant goal setting

    Multiple approaches to problem solving

    Willingness to apply the learning

    Ability to realistically self-asses (knowing when to ask for help)

  • Blooms Taxonomy of cognitive skillsKnowledge Most common



    Analysis (logical errors)


    Evaluation (judgments) Least common

  • A Taxonomy /RubricIs a scoring tool

    Lists the criteria for grading and

    Articulates gradations of quality or performance in each criterion (e.g., excellent to poor).

  • Yakima Community College

  • Trait ranks / scalesThree point scaleEmergentSatisfactoryProficient


    No progress ProgressExceptional progress Four point scaleUnacceptableDevelopingAcceptableProficient-------------------------------------UnsatisfactoryNoviceProficientExceptional

  • Information Literacy Rubrics

  • University of Marylandexcellent resources

  • U of Maryland - Still more

  • U of Maryland Scholarly articles

  • Librarians must be in the classroom, not just the libraryResearch supports collaborations between library professionals and classroom faculty

    Teach students that the library is more than a building of books

  • Assignments to teach & assessInformation Literacy skillsIntegrate IL skills into the curriculum50 minutes will not teach ILContextualized learning worksMove the learning from basic to advanced

    IL skills as part of a writing or speech project


  • Consumer Reports Web Watch

  • Johns Hopkins

  • Sample IL assignmentsPropose these to faculty so the IL learning is integrated into the classroom content

    These can be done with or without the web

    They can be used in all disciplines

  • Assignment #1 Edited web pagesTeaching basic IL skills

    Uses paper print outs of a homepage

    Removes organizational identifying information (e.g., URLs, logos, names)

    Asks students to use guideline to determine what type of organization produced the page

  • Assignment #2Good site / Bad site exerciseTeaches students to analyze

    Select a controversial topic (e.g., politics, health information, consumer products)

    Students must find a reliable and unreliable website Use guidelines to explain levels of credibilityIdentify fraud, bias, spoofing, or faulty logicIllustrate trustworthy, credible content

  • Assignment #3Write an instruction sheetTeach students to apply the learning Give students evaluation guidelines

    Have them write a one page sheet explaining to other studentsWhat the guidelines areImportance of using guidelines to evaluate Where to go for extra help

  • Assignment #4Longer reports / case studiesTeach students evaluation

    The student takes the role of a manager of a company whose current website needs to be improved

    Compare current website with competition

    Make specific, concrete, research-based recommendations for improvements

  • Sharing information makes us all better teachersPartner with classroom faculty to design assignments together Show how librarians can be of great help.

  • Thank you! Had I known the great treasure that India is to the world, I would have visited much sooner!


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