Taking time to define Information Literacy to students who
attend library instruction sessions creates an awareness of the
skills associated with being information literate. This simple
approach establishes the foundation for students to acquire
information fluency skills. Why was this step introduced during
library instruction? How was this step introduced in library
instruction? How can this simple approach reach across disciplines
in higher education?
Slide 3
Students who can define, describe, give examples, and relate
the concept to other knowledge are demonstrating their learning of
the concept. (Tessmer, 1990, p.48)
Slide 4
Florida Distance Learning Consortium
http://www.fldlc.org/resources-unv.cfm Florida Public Higher
Education
Slide 5
2010 NCES Library Statistics Program -11 universities & 28
colleges -641 librarians -Over 570,000 FTE students -Over 16,000
presentations -Over 356,000 students attended presentations 2010
National Center for Education Statistics Library Statistics Program
Florida Universities & Colleges
Slide 6
-6 out of 11 FL universities (55%) -23 out of 28 FL colleges
(82%) -Combined 74% 2010 National Center for Education Statistics
Library Statistics Program
Slide 7
(Saunders, 2007, p. 321) NameRegional Authority Information
Literacy in Standards Middle States Commission on Higher Education
Washington D.C.; New York; Pennsylvania; Florida; Delaware;
Maryland; New Jersey; Puerto Rico; U.S. Virgin Islands Extensive,
includes the phrase information literacy New England Association of
Schools and Colleges Connecticut; Maine; Massachusetts; New
Hampshire; Rhode Island; Vermont; Canada Significant, includes the
phrase information literacy Southern Association of Colleges and
Schools Alabama; Florida; Georgia; Kentucky; Louisiana;
Mississippi; North Carolina; South Carolina; Tennessee; Texas;
Virginia Significant, does not use information literacy North
Central Association of Colleges and Schools Arizona; Arkansas;
Colorado; Illinois; Indiana; Iowa; Kansas; Michigan; Minnesota;
Missouri; Nebraska; New Mexico; North Dakota, Ohio; Oklahoma; South
Dakota; West Virginia; Wisconsin; Wyoming Minimal, does not use
information literacy North West Commission on Colleges and
Universities Alaska; Washington; Oregon; Idaho; Montana; Nevada;
Utah Significant, does not use information literacy Western
Association of Schools and Colleges California; Hawaii; Guam;
Pacific Basin Significant, includes the phrase information
literacy
Slide 8
Participants included students, teaching assistants &
professors All responses were video tapped All participants were
asked at least 12 questions Questions focused on participants
practice and understanding of information literacy Teaching
assistants & professors were asked an additional question on
teaching
Slide 9
Critical thinking Research Research process
Academic/Personal
Slide 10
-Have you ever attended or had a library instruction session
provided to one of your classes? If so, how many? -Have you ever
heard the term information literate or information literacy? If so,
where? -If you had a library instruction session, did the librarian
discuss or define the concept of information literate or
information literacy?
Slide 11
Classification Had a Library Session Heard of Information
Literacy Librarian Discussed Information Literacy Faculty 9 of 105
of 100 of 10 Teaching Assistants 10 of 115 of 110 of 11 Students 3
of 105 of 101 of 10
Slide 12
Listen to how faculty, teaching assistants, & students
define information literacy or information literate?
Slide 13
Most universities offer information literacy in an ad hoc
manner teaching faculty participate to varying degrees, even within
the same institutions or same departments. (Saunders, 2009, p.
100)
Slide 14
Information Literacy and the Research Process Library
Instruction & the Need for an Expanded Definition of Literacy
The Atlas of New Librarianship by R. David Lankes
http://www.newlibrarianship.org/wordpress
Slide 15
INFORMATION LITERACYINFORMATION FLUENCY The ability to access,
evaluate, organize and use information in order to learn,
problem-solve, make decisions -in formal and informal learning
contexts, at work, at home and in educational settings. A key
characteristic of the lifelong learner-strongly connected with
critical and reflective thinking Bruce, Christine. (1997). Seven
Faces of Information Literacy: Towards inviting students into new
experiences. In The Seven Faces of Information Literacy. Retrieved
fromhttp://www.bestlibrary.org/digital/files/bruce.pdf The ability
to apply the skills associated with information literacy, computer
literacy and critical thinking to address and solve information
problems across disciplines, across academic levels, and across
information format structures. DanielCallison
http://virtualinquiry.com/inquiry/inquiry5.htm
Slide 16
Information Literacy Defined Information Literacy Defined
Slide 17
Slide 18
In this sample: 325 students were taught in 19 class sessions
320 or 98% were introduced to the term & definition Information
Literacy. 325 or 100% of the students were introduced to the
associated skills and how these skills are integrated into the
research process
Slide 19
The demand for skills that are non-routine: Critical thinking
Creativity Innovation Self Direction increasing dramatically in the
21 st century (http://www.imls.gov/pdf/21stCenturySkills.pdf )
Critical thinking empowers Americans to assess the credibility,
accuracy, and value of information, analyze and evaluate
information, make reasoned decisions, and take purposeful action
(http://www.p21.org/documents/21st_century_skills_e
ducation_and_competitiveness_guide.pdf
Slide 20
Learning is much easier if connections can be made between
ideas and facts ~ * ~ Using a set of set skills that is a repeated
process to assimilate information and facts assists students in
learning. The process provides for assimilating new knowledge from
a variety of sources while utilizing their current knowledge base
to create associations and connections. Using this repeated process
of set skills is like a roadmap for putting the pieces together- or
finding their way to draw conclusions, make associations and
connections. McNaught, Carmel. Information Literacy, Big6 and
University Education.
http://big6.com/pages/lessons/articles/information-literacy-big6-and-university-education.php
Big 6 Information Literacy Skills
Slide 21
Recent research presented at the American Educational Research
Association shows that student motivation was highly influenced by
their perception of the intrinsic value of the material or course a
function of how interesting, relevant and useful it was beyond its
requirement for obtaining a degree. Berrett, Dan. (2012). Can
colleges manufacture motivation? The Chrronicle of Higher
Education, April 15, 2012.
Slide 22
evaluation, interpretation and synthesis are the key
competencies of the 21 st century. These information-literacy
skills allow us to find what we need, filter out what we do not and
chart a course in an ever-expanding frontier of information. Head,
Allison J. and Eisenberg, Michael B (2011). College students eager
to learn but need help of negotiating information overload. The
Seattle Times, Friday, June 3, 2011.
Slide 23
Information literacy [fluency] is the essential skill set that
cuts across all disciplines and professions Head & Eisenberg
(2011).
Slide 24
College is about knowing how to look at a problem in multiple
ways and how to think about it analytically now thats something Ill
use in my life Social Science College Student Project Information
Literacy - What Students Say Head & Eisenberg (2011). PIL
(2009) InfoLit Dialog, No. 3: Frustrations
http://youtu.be/rmEzo51e_SQ