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Information Literacy Workshop
ProgramPresented by the Office of
Information LiteracyCaren Agata--Information Literacy
CoordinatorAsa H. Gordon Library
Savannah State UniversityJune 22, 2010
WelcomeThis program is supported
by theTitle III grant “Information Literacy” (#1201-10)Activity Director—Mary Jo FayoyinInformation Literacy Coordinator—
Caren Agata
Faculty Librarian Teams
Today’s Program
Librarians :Caren Agata—Information Literacy
CoordinatorLauren Kirkland—Collection
Development LibrarianJames Stephens—Systems LibrarianLouise Wyche—Access Services
LibrarianMary Jo Fayoyin—Director of Library
Services
AGENDA• Introductions and Expectations• Program Timeline• Defining Information Literacy• Faculty/Librarian Collaboration• Writing student learning outcomes• Creating effective assignments• Plagiarism• Assessment on the Class Level and Program
level (SAILS)• Working group time• Sharing/debriefing• Defining Goals/deadlines
YOUR PARTICIPATION IN THE 2010 INFORMATION LITERACY WORKSHOP PROGRAM….
Expectations of Faculty
Modify proposed course to include:• An assignment that requires students to find, evaluate, and effectively use information (Information literacy objectives)
• Student learning outcomes• Assessment of student performance
Expectations of Faculty• Teach the course using modified
syllabus.• Submit a copy of the final, updated
syllabus and accompanying assignment(s) for archiving on IL webpage.
• Report on results. Write an evaluation of student outcomes following implementation.
• Have students participate in SAILS testing.
Liaison Librarians will:• Help to identify appropriate information literacy objectives
• Recommend relevant resources and research methods to locate materials
• Provide instruction sessions targeted to the specific assignment
• Work individually or with groups to assist students with their research
Timeline For 2010 Workshop ProgramJuly 13th Deadline• Modified syllabus to include
Information Literacy Statement of Objectives and student learning outcomes
• Finalized assignment implementing Information Literacy objectives and student learning outcomes.
• Submit copy of updated syllabus for use in Fall 2010 for electronic archiving.
Timeline For 2010 Workshop ProgramJuly 13th DeadlineYou will also need to schedule and
include in modified syllabus:• Assigned class sessions for library
instruction to include – “orientation” session to be taught by September 15th – additional required sessions may be taught after 9/15
but must be included in syllabus
• SAILS testing during class session.• Stipend will be rendered after successful
submission of materials. • Payments will be made in July and August.
Timeline For 2010 Workshop ProgramAt the conclusion of Semester:• Submit Assessment of student learning • Final Report submission (Dec. 15 2010)• Post workshop meeting (Jan 13, 2011)• Recognition Ceremony (Jan 13, 2011)• Share experiences of participation in
Information Literacy Program with colleagues
Questions?
What is Information Literacy?
Information Literacy is the ability to know when information is needed, and to find, evaluate, and use the appropriate information ethically.
But what IS information literacy?
The Association of College & Research Libraries (a division of the American Library Association) defines it as the ability to:
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
When we ask students…• to summarize or paraphrase what was read• to pin-point the main idea of what was read• to compare/contrast information from two or more
sources• to read and evaluate a piece of writing or specific
information – do you agree or disagree?• to write a researched essay• to find and evaluate information on the internet• to use library resources including databases• to determine the usefulness of a source• to comment on the validity, the legitimacy, or the
relevance of a source• to find a “scholarly” source• to make connections between readings• to cite sources… we are encouraging
information literacy skills
Critical Thinking• Information literacy is critical thinking• Information literacy is not just
computer literacy –our students may be computer-savvy but not information-savvy
• Knowing what information is needed, how to get it, and how to use it are key to information literacy
• Showing how we exercise information literacy in real-life situations will help students better understand not only the concepts but also the importance of information literacy skills
When we ask ourselves, “Why aren’t my students able to…?”
• Find academically appropriate information
• Recognize not all answers can be found using Google or solely in Wikipedia
• Produce high quality research papers
• Understand what constitutes Plagiarism
They just haven’t been given the right tools
KNOWLEDGE MANAGEMENT
“A Vision of Students Today” by Michael Wesch
Assistant Professor of Cultural Anthropology Kansas State University
• The institution has a strong commitment to excellent educational outcomes for the students in the areas of critical thinking, problem solving, and information skills; • Library administrators have long-term commitments to integrate library instruction into the curriculum; and • Faculty and librarians work together in curriculum development. Rader, Hannelore B. Fall 1995. "Information Literacy and the Undergraduate Curriculum". Library Trends Vol. 44, No. 2.
Factors resulting in successful integration of information skills into the academic curriculum:
What is Collaboration? “A mutually beneficial and well-
designed relationship entered into by two or more individuals
to achieve common goals.”--Mattesich and Monsey, Collaboration: What
Makes it Work, 1992.
Moments of discovery
“The moments of discovery, the ‘collaborative moments,’ take place when a pair of friends are so open and trusting with one another that they can share their wildest, most tentatively held ideas. In these moments, new ideas seem to emerge from the dialogue without ‘belonging’ to either of the pair, and afterward they may not be able to say who had the ideas first.” (Farrell, M. Collaborative Circles, 2001)
Why collaborate? Faculty and Librarian Shared Goals And
Concerns• Both want students to develop a greater
understanding of and respect for books, journals, and other intellectual property.
• Both want to enhance student literacy, particularly information literacy, and help students become writers, problem solvers, critical thinkers, and self-directed, lifelong learners.
• Both want to build the social and learning community on campus.
http://www.psychologicalscience.org/observer/getArticle.cfm?id=1541
• Merge strengths• Increase relevance for students• Allow for increased opportunities to teach
Information ManagementHolly Heller-Ross and Trudi Jacobson SUNY
What can we do?
• Collaborate to develop assignments which support and reinforce information literacy
• Provide librarian taught instruction classes to strengthen information literacy skills
• Help students integrate information literacy skills into their present coursework
• Encourage students to apply these skills into the rest of their college experience
What are the results?
Students armed with information literacy skills have the tools needed to succeed while they are here and in life after college.
Top Ten Things Employers Look for in New College Graduates1. The ability to work well in teams—especially with people
different from yourself 2. An understanding of science and technology and how these
subjects are used in real-world settings3. The ability to write and speak well4. The ability to think clearly about complex problems 5. The ability to analyze a problem to develop workable
solutions 6. An understanding of global context in which work is now
done 7. The ability to be creative and innovative in solving
problems 8. The ability to apply knowledge and skills in new settings 9. The ability to understand numbers and statistics 10.A strong sense of ethics and integrity
Source: "How Should Colleges Prepare Students to Succeed in Today's Global Economy?" (Results of a national poll by Peter D.
Hart Research Associates, 2007)
Information Literacy Competency Standards for Higher Education
• Set forth by ACRL (Association of College and Research Libraries)
• Provides a framework for assessing the information literate individual
• Outline the process by which faculty and librarians pinpoint specific indicators that identify a student as information literate
Information Literacy and Other Accrediting Boards:
University System of GA recognizes as part of general education noting that students have, “understanding of technology, information literacy, diversity, and global awareness.”
American Chemical SocietySouthern Association of Colleges and Schools
Five Standards—Broad Objectives or Goals
The information literate student:1. Determines the nature and extent of the
information needed.2.Accesses needed information effectively
and efficiently.3.Evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system.
4.Uses information effectively to accomplish a specific purpose.
5.Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
(22) Performance indicators— Actions to address and achieve broad objectives
Standard 1 (Determine need)
The information literate student :The information literate student :• Defines and articulates the need for information. • Identifies a variety of types and formats of potential sources for
information. • Considers the costs and benefits of acquiring the needed
information. • Reevaluates the nature and extent of the information need.
Standard 2 (Access)
The information literate student :The information literate student :• Selects the most appropriate investigative methods or
information retrieval Systems for accessing the needed information.
• Constructs and implements effectively-designed search strategies.
• Retrieves information online or in person using a variety of methods.
• Refines the search strategy if necessary. • Extracts, records, and manages the information and its sources.
(22) Performance indicators--Actions to address broad
objectivesStandard 3 (Evaluates)
The information literate student:The information literate student:• Summarizes the main ideas to be extracted from the
information gathered.• Articulates and applies initial criteria for evaluating both
the information and its sources. • Synthesizes main ideas to construct new concepts. • Compares new knowledge with prior knowledge to
determine the value added, contradictions, or other unique characteristics of the information.
• Determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
• Validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
• Determines whether the initial query should be revised.
(22) Performance indicators—Actions to address broad
objectivesStandard 4 (Specific Purpose)
The information literate student:The information literate student:• Applies new and prior information to the planning and
creation of a particular product or performance.• Revises the development process for the product or
performance. • Communicates the product or performance effectively to
others.
Standard 5 (Ethical use)
The information literate student: The information literate student: • Understands many of the ethical, legal and socio-economic
issues surrounding information and information technology.
• Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
• Acknowledges the use of information sources in communicating the product or performance.
(86) Outcomes– Measurable actions to apply to performance indicators (which address the broad objectives or Standards)Standard One --Determines the nature and extent of the
information needed.Performance Indicator One--Defines and articulates the
need for information. Outcomes include:1. Confers with instructors and participates in class or electronic
discussions or peer workgroups, to identify a research topic, or other information need
2. Develops a thesis statement and formulates questions based on the information need
3. Explores general information sources to increase familiarity with the topic
4. Defines or modifies the information need to achieve a manageable focus
5. Identifies key concepts and terms that describe the information need
6. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
For additional outcomes please look in your folder for color coded handout or go to ACRL webpage.Another way to look at writing outcomes…
In determining the nature and extent of information needed, the student...
1. identifies key concepts and terms2. seeks background information3. focuses or broadens a topic4. identifies sources of various types and formats (encyclopedia, book, article, multimedia)5. differentiates between popular and scholarly sources6. differentiates between primary and secondary sources
To access the information effectively and efficiently the student...
7. chooses most appropriate method or tool for accessing information8. identifies keywords, synonyms, and related terms9. recognizes and employs “subject” vocabulary as well as keywords10. constructs online searches using commands and operators11. recognizes and uses common functions in differing search interfaces
In order to evaluate information and sources critically the student...
12. assesses the authority, accuracy, currency, bias, coverage, purpose of information sources 13. recognizes social and cultural context in which information was created14. incorporates information into knowledge base; synthesizes main ideas to form new concepts and questions15. consults instructors, experts, and peers to validate their understanding of information
The student uses information effectively to accomplish a purpose when he or she...
16. organizes information in a way appropriate to format of product17. manages and manipulates digital information effectively.18. revises development process (logs research activities, reflects on what does and doesn't work)19. communicates product effectively (best medium and format for purpose, range of technology, communicates clearly in appropriate style)
The student does all of this with an understanding of the economic, ethical, legal, and social issues surrounding use of information when he or she...
20. understands difference between free and fee-based sources21. acknowledges issues surrounding intellectual property, copyright, and fair use and legally obtains, stores and disseminates digital information22. understands what constitutes plagiarism and acknowledges use of sources through proper citation
Adapted from: Information Literacy Outcomes for Temple Students, Temple University.
Writing Student Learning Outcomes—Another View
Information Literacy Assignment Example Statements
This assignment enhances students’ information literacy skills by helping them:
1. Access needed information effectively and efficiently (Standard 2)
2. Evaluating information and its sources critically and incorporate selected information into his or her knowledge base and value system (Standard 3)
3. Use information effectively to accomplish a specific purpose, either as an individual or a group (Standard 4)
or
Goals:•Understanding of the process for selecting a topic.•Understanding of what types of sources are acceptable.•Understanding the process for performing research through the libraries’ databases through engaging in a structured research process.•Understanding the audience for the research essay.
Creating Effective Assignments
Purpose of Course-Related Research Assignments• Relates to some aspect of course subject
matter or learning objectives.• Leads to increased understanding of a
subject or the process of locating information related to a subject.
• Makes students aware of the variety of information sources and formats available.
• Teaches students to select and evaluate quality information sources appropriate to their topics.
• Reinforces habits of ethical scholarship.© 2006 University Libraries. University of Maryland. College Park
Last modified: May 11, 2010
When You Have an Effective Research Assignment…A. Place emphasis on research as a processB. Break up into steps C. Quality of student research counts towards
the final grade. D. The library is involved at one or more
points of the processE. Encourage students to think critically and
creatively.Developing Better Research Assignments Through Library/Faculty Collaboration
Posted by Benjamin Turner under stj library http://stjliblog.wordpress.com
Characteristics of Effective Research Assignments
• Clarity – Give assignments in writing (rather than orally).
• Correct and unambiguous terminology• Resources
– Require students to utilize a variety of skills and resources• Currency
– Check your assignments regularly so that you are not asking your students to use outdated or withdrawn sources.
• Reasonable Time Frame – Test run the assignment to see how long it takes before you
decide how long students will need to do it. – Include intermediate deadlines so students cannot wait until the
last minute.• Critical Thinking
– Requiring thought, analysis and synthesis rather than just factual recall.
Effective (Information Literacy) Instruction You can see where these are great opportunities for collaboration and library instruction to take place!
• Teach research strategies where appropriate. These may seem obvious to experienced researchers but are generally unknown to students. Discuss the information search process in class.
• Encourage students to start at the library's home page when doing research.
• Provide criteria for evaluating information, especially web sites.
• Include a method for evaluating the thinking process behind information finding and use (e.g., keeping a research journal).
Pitfalls to AvoidAssuming most students know the basics Do not assume
that your students have had prior experience using a campus library or that they may have received a general orientation relevant to your assignment.
Requiring resources that may not be available The library may not own the same materials as other libraries you have used.
Giving an entire class precisely the same assignment Needed resources will be difficult to find at best, disappear or be vandalized at worst. Instead of asking the whole class to research the history of IBM, ask them to research a major public American corporation of their choosing.
If it is necessary for a whole class to use particular information sources, put them on Reserve.
Giving a scavenger hunt The least effective assignment possible asks students to locate random facts. It lacks a clear purpose, does not teach students to do meaningful library research, and may be frustrating.
Consider alternative designs for an assignment:
• Annotated bibliography• Write an abstract of a journal article• Retrieve and compare a popular magazine article
and a scholarly journal article on the same topic• Work in groups to prepare a guide that
introduces new majors to information sources in the discipline
• trace the history of a particular word or phrase important to the discipline
Consider alternative designs for an assignment:
• Read and evaluate a case study• Compare information found on the web with
traditional print resources on a particular topic
• Compare items retrieved by searches using two different search engines or databases.
• Keep a journal of the search process, including methodology, items consulted, successes, failures, etc
• Write a proposal for an extended research project (everything but the paper).
Additional Assignments• Look at the treatment of a topic over time. • Review a major journal in the field over time. • Locate and evaluate reviews of books used in the
course.• Locate and evaluate the “best” and the “worst” web
site on a topic, describing the criteria used and recommending improvements for the "worst" site.
• Locate two scholarly articles on a topic, and compare and evaluate their bibliographies
• Create a profile of a species, or of a chemical compound found in a household product.
Questions?
AGENDA—Accomplished!! Introductions and Expectations Program Timeline Defining Information Literacy Faculty/Librarian Collaboration Writing student learning outcomes Creating effective assignments
Following Lunch
PlagiarismAssessment on the Class Level and
Program level (SAILS)Working group timeSharing/debriefingDefining Goals/deadlines
Hands ON Time
Please Look in Folder for Worksheets:• “Learning Outcomes Assessment
Plan”– For Student Learning Outcomes– Assessment Methods and Criteria
• “Assignment Template” (two sided)– Student Tasks– Resource Requirements– Citation Style– Dates for Syllabi
Our Deadlines
• July 13th
– Syllabus and Assignment– Scheduled Instruction and SAILS testing
• September 15th
– Last date for orientation library instruction session to take place
– Second session scheduled in relation to requirements of research assignment
• November 1st
– Last date for SAILS testing to take place
Thank You To our Participating Faculty and Librarians.
“This course incorporates information literacy, in which students will be required to access, evaluate, and use information effectively, ethically and legally, and to complete an assessment of information literacy skills exam.”
Through the collaborative efforts of the workshop
participants, an Information Literacy Workshop Statement
was crafted to be included in all syllabi of courses in the
workshop program.
