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information literacy in academic libraries
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Information Literacy
Heidi CardULS Librarian,
Assistant to the Director on Research & Special ProjectsUniversity of Pittsburgh
What is Information Literacy?
A set of skills/abilities needed to find, retrieve, analyze, and use information
And more. . .
Financial Literacy Health Literacy Scientific Literacy Visual Literacy Cultural Literacy Technical Literacy
Why is Information Literacy Important?
Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources.
The Solution to “Data Smog”
Who Needs Information Literacy?
Is IL a Required Course?
Some colleges require a course for undergraduate programs:
Information Literacy Requirements
Information literacy is an intellectual framework for identifying, finding, understanding, evaluating, and using information. The mastery of these skills is essential for lifelong learning and is the foundation of Duquesne University’s special trust of seeking truth and disseminating knowledge within a moral and spiritual context. Courses within the student’s major will build on the introductory skills learned in the basic Information Literacy class.
Charter Oak State College
How is IL Taught?
College courses Library courses Library workshops Library tutorials Library modules Library consultations
IL Topics
Research Strategies
Finding Books
Finding Periodical Articles Online
Effective Internet Searching
Ethics in Research
Internet Evaluation
Using print indexes
Current Events
Professional IL Resources
Blogs/Websites
The Big 6 - dedicated to teaching using the Big6 - the most widely-known and widely-used approach to teaching information and technology skills
Connecting Librarian - "connecting new ideas and
technologies"; though not specifically about information literacy, the concept is a frequently discussed topic
Information Literacy Round Table (ILRT)
Information Literacy Weblog - addresses IL from a global perspective
Listservs
Information Literacy Instruction Listserv (ILI-L)
ACRL's College Libraries Section List (COLLIB-L)
Organizations
Association of College and Research Libraries (ACRL) Information Literacy
Institute for Information Literacy Instruction Section Professional Activity
Library Instruction Round Table (LIRT)
Library Orientation Exchange (LOEX)
National Forum on Information Literacy
Project Information Literacy
A report of preliminary findings and analysis from student discussion groups held on 7 U.S. campuses in Fall 2008
Results suggest that conducting research is particularly challenging
Students’ greatest challenges are related to their perceived inability to find desired materials
Figuring out how to traverse complex information landscapes may be the most difficult part of the research process
Findings also suggest that students create effective methods for conducting research by using traditional methods, such as libraries, and self-taught, creative workarounds, such as “presearch” and Wikipedia, in different ways.
Purpose of Report
To better understand how early adults define and conceptualize the process of research
To discover the steps that early adults take to locate, evaluate, select, and use resources required for course-related research and for everyday research
What Frustrates Students When They Conduct Research?
Students Value Libraries
1. For the library website, which they used, usually off-site, as gateway to scholarly research databases.
2. For librarians as “navigational sources,” which they used most often used for making sense out of the complex library system on campus.
3. For librarians as “information coaches,” who they used for refining thesis statements or helping them locate hard-to-find resources (i.e., statistics or government documents).
Reference Desk
IL at ULS
Mission and Objectives
Rubrics IL Working Group Assessment
Mission
Core to the mission of the University Library System (ULS) is partnering with faculty in each department and program to foster information literacy through a variety of educational approaches.
The ULS seeks to ensure that students at the University of Pittsburgh are equipped to navigate an increasingly complex information environment.
Student Learning Outcomes for the University of Pittsburgh
Think critically and analytically Gather and evaluate information effectively and appropriately Understand and be able to apply basic, scientific and quantitative
reasoning Communicate clearly and effectively Use information technology appropriate to their discipline Exhibit mastery of their discipline Understand and appreciate diverse cultures (both locally and
internationally) Work effectively with others Have a sense of self, responsibility to others, and connectedness to the
University
Middle States Commission on Higher Education
Several skills, collectively referred to as “information literacy,” apply to all disciplines in an institution’s curricula.
These skills relate to a student’s competency in acquiring and processing information in the search for understanding.
Objectives of IL at ULS
To ensure that University of Pittsburgh students will be capable of:
Gathering and evaluating information effectively and appropriately;
Identifying information sources appropriate to their discipline;
Critically evaluating and incorporating information to address a specific information need;
Utilize appropriate information technology; Understand the principle of intellectual property, and the
legal and ethical uses of information.
IL Working Group created in Spring 2006 charged with developing an information
literacy assessment program for the ULS And developing new ways to market the
information literacy program to faculty and students
creating online tutorials (and revising existing ones) finding new ways to promote information
literacy
Rubrics
Different forms of IL @ ULS
Instruction: structured classes
Kiosks: “Help Hub” Individual
Consultation Tutorials online
New Instruction Room
IL Assessment
• Developing a research strategy• Using appropriate information
resources• Identifying and finding scholarly
literature• Plagiarism and ethical use of
information
SAILS Results Indicated that students struggled with:
How the ULS is Using SAILS Data
• To identify specific IL gaps of students;
• Demonstrate to departments the specific IL needs of their students and partner to address
• Eventually use this base data as a means of measuring the impact of IL instruction
Next Steps
Need to comprehensively review the data collected from the current SAILS testing
Identify gaps in order to identify competencies of current freshman
Work with other departments to integrate findings into curricula
Outside the Classroom Curriculum
Introduction to ULS How to Write & Communicate Clearly Interview Assistance Managing Information
Any Questions?
谢谢！ 謝謝！
References
Head, A. J. and Eisenberg, M. B. (2009). Project Information Literacy Progress Report. The Information School, University of Washington.
