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Transitions: Developing Information Literacy
Skills Among STEM Students
2011 UK STEM Symposium RoundtableSue Smith, UK Engineering Library Head
Valerie Perry, UK Agricultural Information Center HeadJan Carver, UK Science Library Head
April 29, 2011
What is Information Literacy?
“Information Literacy is the set of skills needed to find, retrieve, analyze, and use information” From ALA/ACRL website at www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm
What is Information Literacy?
“Information literacy in science, engineering, and technology disciplines is defined as a set of abilities to
• identify the need for information, • procure the information, • evaluate the information and subsequently • revise the strategy for obtaining the information, • to use the information and • to use it in an ethical and legal manner, and • to engage in lifelong learning.”
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Why is Information Literacy Important?
“Information explosion, information overload, and information anxiety are some of the terms used to describe the inability to deal with the exponential growth of information. The critical thinking skills required to be information literate transfer from the classroom to daily living. ”
From UK Libraries Research Guide on Information Literacy at http://libguides.uky.edu/infolit
Who Needs Information Literacy?
“Information literacy is needed to guarantee the survival of democratic institutions. All men are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates”
From statement by U.S. Representative Major R. Owens quoted onALA Presidential Committee on Information Literacy website at www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
Information Literacy Standards
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Continues Learning
Uses Information
Evaluates Information
Acquires Information
Determines Need
Information Literacy Standards
Standard 1 – Determines NeedThe information literate student determines the nature and extent of the information needed.
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Standard 2 – Acquires InformationThe information literate student acquires needed information effectively and efficiently.
Information Literacy Standards
Standard 3 – Evaluates InformationThe information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Information Literacy Standards
Standard 4 – Uses InformationThe information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Information Literacy Standards
Standard 5 – Continues LearningThe information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.
From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Our Information Literacy Program Mission
UK Libraries Information Literacy program supports the University’s mission to facilitate learning and expand knowledge by preparing students to think critically and effectively find and use information in their academic, professional and personal lives.
Engineering Information Literacy (IL) First Generation Students Validity of Expertise Research Skills Not Perceived as Needed Everything is on the Web Technical Skills more Important than
Writing/Research Skills
Engineering IL – Freshman Level Framework Librarian /Faculty Collaboration Class Size – 80+ Instructor Present During Session/s Engage Faculty During Session/s Credit for In-class Work and Completing
Assessment Exercise Outside Class
Engineering IL – Freshman Level Active Learning in Computer Classrooms - All
Levels Warm Up Keyword Exercise
You are on the planning committee for your city and the equine games are going to be held in your community in 10 years. You need to begin researching this. Create a list of key concepts/topics that will be critical to research in preparing for this event
Brief Introduction to Library Focus on 1-2 Learning Outcomes
Scholarly vs. Non-scholarly Information Identifying Keywords/Concepts
Collaborative Active Learning in Class Online Assessment Component
Engineering IL – Upper Level Framework Librarian /Faculty Collaboration Class Size – 15-35 Instructor Present During Session/s Librarian Consults Required
Engineering IL – Upper Levels Research Paper Required Active Learning in a Computer Classroom Instructor Present Very Short Intro to Research Course Guide
(http://libguides.uky.edu/mng371) Jump-start research session for students One-on-One Librarian Consults Required
following this session
Life Sciences Information Literacy GEN 100/200 (General Agriculture)
Most incoming Agriculture students Presentation Hands-on learning activity In-class assignment
Students learn to: Determine information need Perform basic searches in general databases Understand differences between scholarly &
popular articles Evaluate a website
Life Sciences Information Literacy ABT 301
Upperclassmen Presentation Hands-on learning activity EndNote workshop
Students learn to: Determine related topic keywords and phrases Perform intermediate searches in research
databases Begin to distinguish between relevant scholarly
articles Cite articles properly
CHE 572
Web of Science®
Embedding Information Literacy For UK Instructors
Work with instructors to offer any of the following Presentations Active learning activity Special assignment Research Guide Consultation
For K-12 Instructors & Library Media Specialists Consult and make referrals to other resources
within the state
Time for Questions
Jan Carver – Science Library – [email protected]
Valerie Perry – Agricultural Info Center – [email protected]
Sue Smith – Engineering Library – [email protected]