The learning standards begin by defining nine foundational common beliefs: Reading is a window to the world. ･ Inquiry provides a framework for learning. ･ Ethical behavior in the use of information must be taught. ･ Technology skills are crucial for future employment needs. ･ Equitable access is a key component for education. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own . Learning has a social context. School libraries are essential to the development of learning skills. The Standards describe how learners use skills, resources, and tools to 1. inquire, think critically, and gain knowledge; 2. draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; 3. share knowledge and participate ethically and productively as members of our democratic society; 4. pursue personal and aesthetic growth.
Much of our GE reform is driven by accreditation requirements. All the UH campuses have either recently gone through accreditation or are in the process. This is a good time for librarians to participate in campus governance, such as GE Committees, faculty senates and accreditation taskforces. We need to actively spread the word. The audience is all ears! Much of our GE reform is driven by accreditation requirements. All the UH campuses have either recently gone through accreditation or are in the process. This is a good time for librarians to participate in campus governance, such as GE Committees, faculty senates and accreditation taskforces. We need to actively spread the word. The audience is all ears!
As you know General Education reform is not easy. There is a lot at stake and many stakeholders. But, information literacy seems to be a set of skills that easily lends itself to integration within both lower division and upper division curriculum. This is an opportunity for librarians to truly support their institutions broader goals and objectives and contribute to the students ability to be a lifelong learner and critical thinker.
The committee reviewed instructional tools from other campuses and shared individual ideas. One of our goals is the development of standardized assessment tools. We work within the framework of the ACRL Standards.
Donna Matsumoto asked her students to comment on LILO in writing. They did write down their comments on LILO on Nov. 19, 2005. Most students felt that LILO was helpful to their research. They especially like journal feature, citation builder, and assignment calculator. Out of 38 students, only 2 of them said that LILO is not helpful.
1.The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. Outcomes Include : 1.Identifies and discusses issues related to privacy and security in both the print and electronic environments 2.Identifies and discusses issues related to free vs. fee-based access to information 3.Identifies and discusses issues related to censorship and freedom of speech 4.Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material 2.The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Outcomes Include : 1.Participates in electronic discussions following accepted practices (e.g. "Netiquette") 2.Uses approved passwords and other forms of ID for access to information resources3.Complies with institutional policies on access to information resources 4.Preserves the integrity of information resources, equipment, systems and facilities 5.Legally obtains, stores, and disseminates text, data, images, or sounds 6.Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own 7.Demonstrates an understanding of institutional policies related to human subjects research 3. The information literate student acknowledges the use of information sources in communicating the product or performance. Outcomes Include : 1.Selects an appropriate documentation style and uses it consistently to cite sources 2.Posts permission granted notices, as needed, for copyrighted material
601 Session14-information literacy-s13
Information Literacy and Reference Services Spring 2013 Dr. Diane Nahl University of Hawaii Library and Information Science Program
Global Challenge of ILWhatever else you bring to the 21st centuryworkplace, however great your technical skills andhowever attractive your attitude and however deepyour commitment to excellence, the bottom line isthat to be successful, you need to acquire a highlevel of information literacy. What we need…arepeople who know how to absorb and analyze andintegrate and create and effectively conveyinformation and who know how to useinformation to bring real value to everything theyundertake.Anthony Comper, President, Bank of Montreal,1999 2Nahl LIS 601 2013
National IL Initiatives ALA Information Literacy Task Force  National Forum on Information Literacy (NFIL)  National Research Council, Mandate for Information Technology Literacy Nahl LIS 601 2013 3
National Higher Education IL Initiatives Institute for Information Literacy Immersion  ALA, ACRL, Information Literacy Competency Standards for Higher Education [2000, 3rd edition] http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm Project Information Literacy (PIL)  U. Washington & Harvard University http://projectinfolit.orgNahl LIS 601 2013 4
National K-12 IL Initiatives ALA, AASL, Information Power [2002, 2nd edition] ALA, AASL, Standards for the 21st-Century Learner  http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfmNahl LIS 601 2013 5
International IL Initiatives IFLA International Federation of Library Associations, Information Literacy Section http://www.ifla.org/en/information-literacy SCONUL (UK) The Seven Pillars of Information Literacy http://www.informationliteracy.org.uk/information- literacy-definitions/sconul-seven-pillars-of-information- literacy/Nahl LIS 601 2013 6
IL Mandates Lifelong Learning and Critical Thinking Skills External academic accrediting bodies [WASC for Hawaii schools & colleges] University Strategic Plan General Education Reforms [GenEd] UH Information Literacy Hallmark UH Systemwide UH Libraries IL Committee (UHLILC)Nahl LIS 601 2013 7
WASC Accreditation Standards Western Association of Schools and Colleges (WASC) Standard 2 states: Baccalaureate programs engage students in an integrated course of study… to prepare them for work, citizenship, and a fulfilling life. These programs also ensure the development of core learning abilities and competencies including… Information literacy… WASC 2001 Accreditation Handbook, Standard 2 (Achieving Educational Objectives Through Core Functions): Criteria for Review.Nahl LIS 601 2013 8
General Education Hallmarks UH Manoa - approved in 2002; other campuses have adopted this Hallmark: To satisfy the Written Communication requirement, a course will [among other things]... help students develop information literacy by teaching search strategies, critical evaluation of information and sources, and effective selection of information for specific purposes and audiences; teach appropriate ways to incorporate such information, acknowledge sources and provide citations. UH Manoa GE Foundations Requirement.Nahl LIS 601 2013 9
ACCJC Accreditation Standards The Accrediting Commission for Community and Junior Colleges (ACCJC) Standard II.3.A (Instruction: General Education) states: General education has comprehensive learning outcomes for the students who complete it... including... a capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means. ACCJC Accrediting Commission Standards, 2002 , Standard IIA (Student Learning Programs and Services: Instructional Programs).Nahl LIS 601 2013 10
ACCJC Standards (cont.) ACCJC Standard II.C.1.b (Library and Learning Support Services) states: The institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency.Nahl LIS 601 2013 11
UH Libraries Information Literacy Committee Instruction librarians from each UH campus Formed in 2003 to address system-wide campus and library IL goals and objectives Provides a forum for discussion, resource sharing, and the production of instructional online research and assessment tools for the entire system 12Nahl LIS 601 2013
Importance of IL in an Academic Reference Librarian’s Job Integral to academic reference work Formal & informal instruction Staff, student & faculty instruction Listed in nearly every job description as integral to the position Wanted: applicants with experience designing lessons, instructing, and assessing student learning outcomes (SLOs)Nahl LIS 601 2013 13
UHWO 2013Librarian II, 11 month, tenure trackMinimum Qualifications: [8 MQs are listed in the full position]1.Masters degree in Library and Information Science from anALA-accredited program. Desirable Qualifications: [10 DQs are listed in the full position]1.Experience working in a classroom or group teaching at thecollege or university level in an information literacy program.2.Demonstrated commitment to excellent user services and usereducation. Nahl LIS 601 2013 14
UH LIS IL Courses 1. LIS 665 Teaching Information Technology Literacy [academic librarians] 2. LIS 686 Information Literacy and Learning Resources[school library media specialists] 3. LIS 690 Teaching InternshipsNahl LIS 601 2013 15
Information Literacy at UH 1. Instructional Services http://library.manoa.hawaii.edu/services/instruction/instruction.html 1. Guides & Handbooks 2. Online Tutorials 3. Class Sessions for the Disciplines 2. LILO Learning Information Literacy Online http://www.hawaii.edu/lilo/ 1. Online Research Journal 2. Assignment Calculator & Citation Machine 3. Keyword Strategy Builder 16Nahl LIS 601 2013
LILOLearning Information Literacy Online Created for ENG 100 undergraduate students in the University of Hawaii System Created by librarians with input from writing instructors throughout the UH System Includes examples and content pertinent to real- life research topics about HawaiiNahl LIS 601 2013 17
LILO An interactive, Web-based productivity tutorial that engages students in thinking critically about a research topic and the sources needed to support a thesis statement. An easy way for instructors to monitor a student’s understanding of the research process and his/her progress in developing information literacy skills within a course. The Research Journal function saves student work in a database account.Nahl LIS 601 2013 18
LILO Teaches skills in information competency—a learning outcome of the ACCJC General Education requirements. Integrates the Association of College & Research Libraries Information Literacy Competency Standards for Higher Education. The Research Journal, Citation Builder, and Assignment Calculator were identified by students as the most useful LILO toolsNahl LIS 601 2013 19
Student Feedback Students in Leeward CC instructor Donna Matsumoto’s writing classes said: “LILO improved my research dramatically. It has everything you need and journals to keep you updated on where you are on your research. Without LILO, I wouldve procrastinated on this assignment.”Nahl LIS 601 2013 20
Student Feedback (cont.) “The most useful aspect of LILO is the way everything is broken down into steps… often when researching... the hardest part is knowing where to start. LILO solves this problem.” “The thing I find most useful in LILO is probably its journal.”Nahl LIS 601 2013 21
Student Feedback (cont.) “I found the research part the most useful and having to actually look up a source and paste it to LILO was a good thing.“ “The best part about LILO is that it gave me a step by step tutorial on how to do my research.”Nahl LIS 601 2013 22
Critical Thinking Skills: Information Literacy is the ability to Recognize an Information Need Access Information Evaluate Information Synthesize Information Ethically Use InformationNahl LIS 601 2013 23
The Ability to Recognize an Information Need 1. Realizing that a problem can be solved by obtaining new information 2. Overcoming resistance to systematically searching for reliable information 3. Intending to approach a reliable, vetted, trustworthy information source to begin solving an information problemNahl LIS 601 2013 24
The Ability to Access Information 1. Using a variety of sources and formats 2. Applying correct concept analysis and search logic 3. Using appropriate controlled vocabulary and natural language 4. Using browse and keyword search modes as needed 5. Browsing physical and online collections and resources as neededNahl LIS 601 2013 25
The Ability to Evaluate Information 1. Applying critical thinking criteria to found material: 1. Judging the relevance of information 2. Judging the accuracy of information 3. Establishing the authority of information 4. Judging objectivity of information 5. Assessing the currency of information 6. Determining the coverage and scope of information sourcesNahl LIS 601 2013 26
The Ability to Synthesize Information 1. Identifying, sorting, separating and eliminating inadequate, outdated, un-vetted, unreliable, invalid or irrelevant information 2. Integrating and citing facts, view points, and theories from diverse sources 3. Resolving conflicting or divergent information 4. Making informed decisionsNahl LIS 601 2013 27
The Ability to Ethically Use Information1. Understanding the ethical, legal and socio- economic issues surrounding information, intellectual property, and information technology.2. Following laws, regulations, institutional policies, ethics codes, conduct codes and etiquette related to the access and use of information resources.3. Acknowledging the use of information sources in communicating through a product or performance.Nahl LIS 601 2013 28
Information Literacy Models Information Search Process (ISP) Model Big Six Information Skills Model Information Searching Competence MatrixNahl LIS 601 2013 29
Information Search Process Matrix AFFECTIVE COGNITIVE SENSORIMOTOR APPROPRIATE STAGES Feelings Decisions Actions TASK 1. Uncertainty General Seeking background Recognize need Vague information Initiation 2. Optimism Scheduling Conference with Identify Planning others Selection 3. Confusion/ Becoming Seeking relevant Investigate Frustration informed about a information Exploration topic 4. Clarity Narrowed Selecting ideas Formulate focusFormulation 5. Sense of Defining & Making notes of Gather direction & supporting focus relevant information Collection confidence 6. Relief Clearer Personalized CompletePresentation Satisfaction or More focused synthesis of topic Disappointment 30 Adapted from Carol Kuhlthau, Seeking Meaning, 2004, p. 82.Nahl LIS 601 2013
Chronistic ISP ModelNahl LIS 601 2013 31 From Carol Kuhlthau, Seeking Meaning, 2004, p. 82.
Information Searching Competence Matrix AFFECTIVE Domain COGNITIVE Domain SENSORIMOTOR Domain of of of SKILL LEVEL Feelings & Strivings Thoughts & Actions & Performance Decisions Level 3. A3 C3 S3 Advanced Feeling Empowered Acquiring Familiarity Practicing Careful as a Searcher and Intuition with Documentation Routines Disciplinary Knowledge Level 2. A2 C2 S2 Being Supportive of Intermediate Understanding Search Identifying Implicit Features the IR System Environment Strategy of the Information Setting Level 1. A1 C1 S1 Basic Showing Decoding Information Recognizing Information Acceptance of Displays and Elements and Locations Complex Information Terminology Structure Nahl LIS 601 2013 32 Diane Nahl, 1987; 1990, 1993
Information Literacy: Thinking Like a Novice Searcher I chose to look up women’s health first because I felt it was an issue I am interested in. I’m trying to navigate through Internet with specific personal goals incorporated into the class assignments. I Bookmarked the information on domestic violence because after I graduate this semester I want to work as a counselor at a domestic abuse shelter. [Bold italics added]Nahl LIS 601 2013 33
Information Literacy: Thinking Like an Expert Searcher Query: Find out about national groups and ethnic conflicts in the Third World and their influence on the activities of international organizations. I thought about the “Third World.” Another term is “developing countries.” The controlled vocabulary advises to use the term “developing countries” instead of “third world”…Nahl LIS 601 2013 34
Thinking like a professional searcher: So I selected as a first alternative the free text terms “third*” and “world*” with truncations; and as a second alternative “developing countries” both as a descriptor and as a free text term…Nahl LIS 601 2013 35
Thinking like a professional searcher: Then I selected this “national groups” as a descriptor. I thought they are groups in any case. In free text they may be anything--it is difficult to guess--so we can be satisfied with the descriptors. If needed there are other descriptors: “ethnic minorities” and “population groups.” Ivonen & Sonnenwald, JASIS 1998, 49(4):312-326, p. 320Nahl LIS 601 2013 36
Due Next Week Government Documents Search Work 9 April 23 Reference Interactions Field Report April 30 Quiz April 30 All assignments and bonus points for posting assignments online on your Web site are due by May 7 Nahl LIS 601 2013 37
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