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Information Literacy, the Library and Composition @ Auburn
The information literate student: determines the nature and extent of
the information needed accesses needed information
effectively and efficiently evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system
uses information effectively to accomplish a specific purpose
understands many of the ethical, legal and socio-economic issues surrounding information and information technology
The ability to find,
evaluate and use
information
Information Literacy, the Library and Composition @ Auburn
Revision! Collaboration Library
sessions/assignments Pedagogy Assessment
The ability to find,
evaluate and use
information
how will we know it’s working?
Toni DeanInstruction/Reference LibrarianAuburn University [email protected] 2011
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the “a” word
assessment
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formative – “building blocks”
•ACRL Information Literacy Standards for Higher Education
•specific outcomes
•keywording
Worksheet 4
Please check the appropriate statement: I am 19 years old or older _____ I am NOT 19 years old or older _____
Main topic: Aspect of Topic: Aspect of Topic: Aspect of Topic: Keywords/Synonyms: Keywords/Synonyms: Keywords/Synonyms:
Keyword Rubric– Look at each box separately
Outcome 4 3 2 1 0 Identify appropriate keywords within the topic in order to effectively conduct online searches.
Indentified two or more appropriate keywords OR identified the only appropriate keyword AND identified no inappropriate keywords
Indentified one appropriate keyword AND identified no inappropriate keywords
Indentified two or more appropriate keywords BUT ALSO identified inappropriate keywords
Indentified at least one appropriate keyword BUT ALSO identified inappropriate keywords
Identified no appropriate keywords
Synonym Rubric - Look at each box separately
Outcome 4 3 2 1 0 Identify appropriate synonyms for keywords in order to effectively conduct online searches.
Indentified two or more appropriate synonyms OR identified the only appropriate synonym AND identified no inappropriate synonyms
Indentified one appropriate synonym AND identified no inappropriate synonyms
Indentified two or more appropriate synonyms BUT ALSO identified inappropriate synonyms
Indentified at least one appropriate synonym BUT ALSO identified inappropriate synonyms
Identified no appropriate synonyms
formative – what’s next?
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summative – “the big picture”
information literacy piece
rubric: Did they cite their sources correctly? Did they find, evaluate, and integrate scholarly sources correctly? Did the find scholarly articles using a subject specific database; a general database; the web?
tentative results
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WEB LIBRARY DATABASES
CITATIONS
but…
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An Information Literacy and College Composition
LeagueOr How Using a Rubric Changed My Life and Taught Me How to Love Assessment
Dr. E.D. WoodworthAuburn University at Montgomery
4Cs Atlanta, GAApril 2011
Literacy League 1, World 0
AU Comp II and Information Literacy
AUM’s QEP on WAC—PDQ Already had library instruction New Comp II themes and persuasion Information literacy needed IN class, too
Rubric with Information Literacy WPA Outcomes Information Literacy Competency
Standards for Higher Education Framework (Habits of Mind)
Libraries are stewards of information—we must partner with them to help students navigate the complexity of our Information Age. Information literacy must be part of the “grade”—it must matter to us and to our students.
Literacy League 2, World 0
Outcomes—we all work toward Overall program goals Course objectives Purpose of a “paper” assignment
Criteria—the details
Rubrics—how the criteria breakdown What’s good What needs work What’s not okay
One rubric does NOT fit all. Each time a project is created, a criteria list needs to be made—it needs to align with programmatic goals and transfer into a project rubric for revision and assessment guidelines.
Literacy League 3, World 0
Can’t meet all the standards in every recommended document written by every national association for every assignment…
Pick some and move forward.
Make the Information Literacy Standards your own—to meet your needs.
Work with the librarians to make information literacy part of every writing class.
Read the Information Literacy Competency Standards for Higher Education and find what you can do, what you need, adopt, adapt, attribute. Writing isn’t just about getting words on paper—never was.
The Greatness of a Crew, Club,
Gang, Entourage, and
Collaboration
Literacy LeagueDefeats
the World.
Working together can do great things for us:
