A Case Study Of Integration Of Information


Published on

Published in: Business, Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

A Case Study Of Integration Of Information

  1. 1. Crossing Boundaries: A Case Study of Integration of Information Literacy Through Partnership 36 th Annual Workshop on Instruction in Library Use York University, Toronto May 2007 Ganga Dakshinamurti, Ph.D., Librarian Albert D. Cohen Management Library Lena Horne, Ph.D., Associate Professor Department of Textile Sciences The University of Manitoba
  2. 2. What Motivated Us to Collaborate? <ul><li>Institutional priorities. </li></ul><ul><li>A revised undergraduate program. </li></ul><ul><li>Personal commitment to student’s learning. </li></ul>
  3. 3. Institutional Priorities <ul><li>University of Manitoba Libraries strategic plan </li></ul><ul><li>Information Literacy Coordinator </li></ul><ul><li>Personal Commitment </li></ul><ul><li>Student learning environment </li></ul><ul><li>Information literate students </li></ul>
  4. 4. Revised Undergraduate Program in Textile Sciences <ul><li>Interdisciplinary </li></ul><ul><li>“ Lock step” sequence of courses </li></ul><ul><li>Premium on current development </li></ul>
  5. 5. Textiles, Products, and Consumers <ul><li>First-year course open to all students </li></ul><ul><li>Uses the supply chain as a template </li></ul><ul><li>Without a suitable textbook </li></ul>
  6. 6. Customers Retailers Distributors Manufacturers Suppliers Raw Material Vendors Supply Chain Framework Natural and synthetic fibers <ul><li>Spinning </li></ul><ul><li>Weaving </li></ul><ul><li>Knitting </li></ul><ul><li>Dyeing </li></ul><ul><li>Finishing </li></ul>Manufacturers of textile products.
  7. 7. Customers Retailers Distributors Manufacturers Suppliers Raw Material Vendors <ul><li>Gov’t documents </li></ul><ul><li>annual reports from corporations </li></ul><ul><li>trade association websites </li></ul><ul><li>Trade magazines </li></ul><ul><li>company websites </li></ul><ul><li>Academic journals </li></ul><ul><li>Gov’t documents </li></ul><ul><li>Business data bases </li></ul><ul><li>Company websites </li></ul><ul><li>Business data bases </li></ul><ul><li>Trade magazines </li></ul><ul><li>Gov’t documents </li></ul><ul><li>Company websites </li></ul><ul><li>Websites </li></ul><ul><li>Business data bases </li></ul><ul><li>Books </li></ul><ul><li>Gov’t documents </li></ul>Supply Chain Framework
  8. 8. Need for Collaboration <ul><li>Interdisciplinary nature </li></ul><ul><ul><li>Textile science </li></ul></ul><ul><ul><li>Economics </li></ul></ul><ul><ul><li>Business </li></ul></ul><ul><ul><li>Geography </li></ul></ul><ul><ul><li>Sociology </li></ul></ul><ul><ul><li>Psychology </li></ul></ul>
  9. 9. Professor’s Standards <ul><li>What is it? </li></ul><ul><li>Where appropriate, major historical events. </li></ul><ul><li>What are the current developments? </li></ul>
  10. 10. Professor’s Standards <ul><li>What is it? The wool industry </li></ul><ul><li>Major wool production regions </li></ul><ul><li>Output statistics </li></ul><ul><li>Economic significance </li></ul><ul><li>Where appropriate, major historical events. </li></ul><ul><li>Collapse of the reserve price system </li></ul><ul><li>What are the current developments? </li></ul><ul><li>Scientific research </li></ul>
  11. 11. Librarian’s Standards <ul><li>Integrate information literacy development with curriculum </li></ul><ul><li>Introduce resources at the appropriate moment in a course </li></ul><ul><li>Match complexity of search skills to the sequence and level of course material </li></ul><ul><li>Meet information literacy standards </li></ul>
  12. 12. Absence of a Textbook as a Hook <ul><li>The role of textbooks. </li></ul><ul><li>How to use the on-line catalogue system to search Textile Sciences book titles. </li></ul><ul><li>Other media and sources </li></ul>
  13. 13. Assignments with IL Components Given two tools, which one will help you finish the job?
  14. 14. Assignments with IL Components Cotton Production Statistics
  15. 15. <ul><li>Tools </li></ul><ul><li>Two websites on cotton production: </li></ul><ul><li>www.nationmaster.com </li></ul><ul><li>www.cottoninc.com </li></ul><ul><li>Question </li></ul><ul><li>If you need to use 2006 data on world cotton production and consumption, which website would you use? Defend your answer. </li></ul><ul><li>Evaluate currency of information </li></ul>
  16. 16. <ul><li>www.nationmaster.com www.cottoninc.com </li></ul><ul><li>Question </li></ul><ul><li>From the exports, imports, production, and use data, can you find any information that helps to explain the ranking of cotton producing countries? Defend your answer. </li></ul><ul><li>Factual versus interpretive information </li></ul>
  17. 17. <ul><li>www.nationmaster.com www.cottoninc.com </li></ul><ul><li>Question </li></ul><ul><li>Evaluate the websites using the criteria listed under “Accuracy” and “Authority” in Web Evaluation “ABCs”. Which source would you use if you want to know something about the cotton industry beyond simple industry statistics? </li></ul><ul><li>Learn evaluative criteria, two at a time </li></ul><ul><li>Careful reading of material </li></ul>
  18. 18. Assignments with IL Components When I need to know something about the Canadian apparel industry …..
  19. 19. Structure of the Canadian Apparel Industry <ul><li>The role of print and electronic publications as sources of information for an industry. </li></ul><ul><li>Websites that contain credible information on the global textile and apparel industries. </li></ul><ul><li>Criteria for evaluating credibility of websites and other sources. </li></ul>
  20. 20. <ul><li>Tools </li></ul><ul><li>Two sources containing descriptive information on the Canadian apparel industry: </li></ul><ul><li>www.strategis.ic.gc.ca www.fpinfomart.ca </li></ul><ul><li>Questions </li></ul><ul><li>How does the Financial Post define the Canadian apparel industry? </li></ul><ul><li>How does Strategis define the Canadian apparel industry? </li></ul><ul><li>What can you get from the Financial Post that you cannot get from Strategis? </li></ul>
  21. 21. <ul><li>www.strategis.ic.gc.ca www.fpinfomart.ca </li></ul><ul><li>Question </li></ul><ul><li>If you are writing a paper on the performance of the Canadian apparel industry over time, which source would you use? Defend your answer by referring to the criteria in “ Web Evaluation ABCs ”. </li></ul><ul><li>Snapshot versus historical account </li></ul><ul><li>Practice using relevant evaluative criteria </li></ul>
  22. 22. Assignments with IL Components Use more than two tools at a time! Innovative Uses of Textiles
  23. 23. <ul><li>Question </li></ul><ul><li>Find one innovative end use for each of the following textile applications: </li></ul><ul><li>Military end uses (apparel or non-apparel) </li></ul><ul><li>Medical or health end uses (non-apparel) </li></ul><ul><li>Sports or recreation end uses (apparel) </li></ul><ul><li>Fashion apparel end uses </li></ul><ul><li>Practice using keywords </li></ul>
  24. 24. <ul><li>More Questions </li></ul><ul><li>Who makes this textile and/or product? </li></ul><ul><li>Where is this company located? </li></ul><ul><li>Is it a private or a public company? </li></ul><ul><li>How long has this company been in business? </li></ul><ul><li>Is textiles this company’s primary business? </li></ul>
  25. 25. Sources of Information on Companies <ul><li>The librarian: </li></ul><ul><li>Showed newspapers, directories, company bibliographies, annual reports and websites as sources of information on companies. </li></ul><ul><li>Evaluated relevance of information in each source. </li></ul>
  26. 26. “ Course-Integrated Instruction” Criteria (Allegri, 1985) <ul><li>Faculty and librarian involvement in planning, delivery, and evaluation of program. </li></ul><ul><li>Curriculum based information literacy instruction. </li></ul><ul><li>Mandatory student participation. </li></ul><ul><li>Credit received for participation. </li></ul>
  27. 27. Criterion 4 Credit for Student Participation Evaluation 1 term test = 20% 2 assignments @ 15% each = 30% IL competency = 15% Final exam = 35%
  28. 28. Future Plans <ul><li>Undergraduate Program </li></ul><ul><li>Formalize learning activities – modules/online delivery </li></ul><ul><li>Higher levels of information literacy development in 2000, 3000, and 4000 level courses. </li></ul><ul><li>Graduate Program </li></ul><ul><li>Information literacy as the foundation for literature review segment of research methods course. </li></ul>
  29. 29. Essential Elements for Successful Partnership <ul><li>A shared, understood goal </li></ul><ul><li>Mutual respect, tolerance, and trust </li></ul><ul><li>Competence for the task at hand by each of the partners, and </li></ul><ul><li>Ongoing communication </li></ul><ul><li>(Ivey,2003, p. 2) </li></ul>