InfoSMART: information skills for creatives

All images used in this presentation are
taken from Google Image and Facebook
pages of DLSU Manila University Library,
UP Diliman University Library, Nanyang
Technological University, and Rizal Library.

1st Marina G. Dayrit Lecture Series
28 February 2014, DLSU Libraries

InfoSMART

Information Skills for Creatives
Marian Ramos-Eclevia

marian.eclevia@dlsu.edu.ph

1

Rewind to basics of information literacy

2

Frameworks and models of infoLit

3

Essential skills and values for infolit

4

Awareness-raising for infolit

5

Practical and best practices in infolit

[Marina G. Dayrit Lecture Series 2014] InfoSMART: Information Skills for Creatives

1989
“a set of abilities requiring
individuals to recognize when
information is needed and have the
ability to locate, evaluate, and use
effectively the needed information."
(ALA Presidential Committee on Information Literacy)


2000
"the ability to identify, locate,
evaluate, organize and
effectively create, use
and communicate information
to address an issue or a
problem." (Pradeepa Wijetunge)


2004
“is knowing when and why you
need information, where to find
it, and how to evaluate, use and
communicate it in an ethical
manner.”
(Chartered Institute of Library and Information Professionals, CILIP)


2005
“ability to access, evaluate
and use information from a
variety of sources”
(Pradeepa Wijetunge)


2005
“the ability to identify, assess,

retrieve, evaluate, adapt,

organize and communicate
information within an iterative
context of review and reflection.”
(Joint Information Services Committee )


2012
“Information literate people will demonstrate
an awareness of how they gather, use, manage,
synthesize and create information and data in
an ethical manner and will have the information
skills to do so effectively.”
(Society of College, National and University Libraries , SCONUL)


find + retrieve +
analyze + use

Help patrons deal with
information overload or
Data Smog

Inspire and equip
patrons to become
lifelong learners

Empower patrons to
become independent
learners

Support the library's mission to
provide lifelong learning

Promote responsible use of information
for problem-solving, decision making, and

critical thinking

“To become more self-directed, and
presume greater control over their own
learning” (Shantaram, 2012)

Information literacy is fundamental to the
success of learners in discharging their
academic responsibilities.

developed in the United
States by two librarians,
Mike Eisenberg and Bob
Berkowitz
comprises six key steps or
stages of problem solving
(Sayers, 2006)

drawback
Majority of resources and
examples relate to schools and
projects in the United States.
It is a commercial product and
thus subject to copyright and
trademark protection
The authors provide for limited
"educational, non-profit use of
the Big 6
(Sayers, 2006)

Seven
Pillars
Model of
Information
Literacy
SCONUL, 1999

(Sayers, 2006)

developed by the Information
Skills Taskforce of the Standing
Conference of National and
University Libraries in the United
Kingdom
as a progression from basic IL
skills to more sophisticated ways
of understanding and using
information

Seven
Pillars
Model of
Information
Literacy
SCONUL, 1999

(Sayers, 2006)

Seven
Pillars
Model of
Information
Literacy
Knowing how to locate
and access information

SCONUL, 1999

(Sayers, 2006)

Knowing how to understand
and use information

Seven
Pillars
Model of
Information
Literacy
SCONUL, 1999

(Sayers, 2006)

“Achieving pillars 1 to 4 is
realistic in the majority of
societies and cultures if the
core skills are included in
the curricula at all levels of
education and
opportunities for lifelong

learning are provided to
adults.”

Seven
Pillars
Model of
Information
Literacy
SCONUL, 1999

(Sayers, 2006)

developed by the
participants at
the International
Workshop on
Information
Skills for
Learning in
Colombo, Sri
Lanka in 2004

Empowering
Eight (E8)

(Sayers, 2006)

incorporates eight
components of finding
and using information
learning outcomes are
aimed primarily at
children in schools but
may be adapted for
training adults

Empowering
Eight (E8)

(Sayers, 2006)

recognizes "the
composite culture and
local conditions" in the
countries of Asia

“Realistic goals must be set for our
information literacy programs and allowances
made for those Information Intermediary
activities that enable the average citizen to
understand specialized information and
convert it into knowledge."
Ana Maria Ramalho Correia
(Sayers, 2006)


Dubicki (2013). Faculty perceptions of students'
information literacy skills competencies


Direct link between good IL
skills and student’s academic
performance as well as
improved retention rate.


Students possess the ability to
identify and address the information
need, with a competency level of
excellent or good.
(Dubicki, 2013)


Students were confident in
their abilities to gather
information.
(ECAR, 2010; McKiel, 2012)


“What information is found is
not important, but the usage of
that information to complete
the assigned task or research
is of great importance.”
(Shantaram, 2012)

(Dubicki, 2013)

Generic Skills
Problem solving
Collaboration and
teamwork
Communication
Critical thinking
http://www.livingpolesapartbipolar.com/wp-content/uploads/2012/07/problempic.jpg

(Dubicki, 2013)

Information Skills
Information seeking
Information use
Fluency with information
and communication
technology (ICT)

http://coe.jmu.edu/Strategic_Learning/oldfiles/InfoSeeking/images/seek.jpeg

(Dubicki, 2013)

Values & Beliefs
Using information
wisely and ethically
Social responsibility
and community
participation

http://www.gatewaypublicschools.org/uploaded/Gateway_Mid
dle_School/GMS_Core_Values.jpg

(Dubicki, 2013)

Methods to improve student IL skills
Instruction for foundational classes and upper level skills
building
Elective credit-bearing IL course (one or three credit)
Mandatory IL workshops for all incoming freshmen or
transfer students
Course-specific instruction tailored to research
assignments
(Dubicki, 2013)

Methods to improve student IL skills
Short in-class presentations on research skills
Small group sessions for students having problems with
research papers
Workshops: search engines and Google Scholar, databases,
IL skills-building

(Dubicki, 2013)

Tools to support skills-building
Development of sample
assignments for faculty
use
Creation of online
research guides
(LibGuides)
Online IL manual for
faculty and students

White papers on effective
IL skills
Electronic IL handout for
faculty to post on the
course management
system

(Dubicki, 2013)

Tools to support skills-building
Development of a virtual IL instructional site to include:
Modular tutorials
demonstrating phases
of research
Short video snips for
topics/databases

Real time videos for
remote locations
YouTube presentations
Webinars

(Dubicki, 2013)

Scoring: IL Assessment
Add the values of your answers
Levels

Scores

Not-Evident

6-10

Novice

11-14

Proficient

15-19

Advanced

20-24


“To ensure that all
people are well
prepared to seek the
truth so that all may
experience a better
quality of life.”
http://www.ifla.org/III/wsis/High-Level-Colloquium.pdf


5 broad strategies
International policy
statements, e.g.
UNESCO's Towards an
Information Literate
Society
Curriculum development
for schools

Professional
development and
training
Development of teaching
and resource materials
Ongoing international
dialogues between IL
researchers and
practitioners


UP Diliman: InfoLit Roadshow


DLSU Libraries: The Green Spine


Meet and Tour @ Library
Skills Teaching

Assignments/Group Activities
Food and Fun @ Library


• Tweet about new materials
• Tweet about legislative issues
that affect your library
• Tweet top links for popular
topics
• Tweet “eResource for the Day”

• Tweet “Best Reference
Questions”
• Rebroadcast local news
• Tweet during programs –
include pictures
• Tweet interesting library facts


“Characteristics of Programs of
Information Literacy that Illustrate
Best Practices”
Approved by the Association of College and Research
Libraries (ACRL) Board in June 2003
Revised in January 2012


Mission

Goals &
Objectives

Planning

Administrative
& Institutional
Support

Articulation
with the
Curriculum

Collaboration

Pedagogy

Staffing

Outreach

Assessment/
Evaluation

http://www.ala.org/acrl/standards/characteristics


Mission

Articulation
with the
Curriculum

Administrative
• Goals & a definition of information literacy
Includes
Planning
& Institutional
• Objectives
Is consistent with the “ACRL Information
Support
Literacy Competency Standards for Higher
Education”
Collaboration
Pedagogy
• Aligns with the library’s mission Staffing
statement to correspond with the larger
mission statement of the institution
Assessment/
• Outreach relevant lifelong learning and
Promotes
Evaluation
professional development


Mission

Goals &
Objectives

Planning

Administrative
& Institutional
Support

• Articulation
Are consistent with the mission, goals, and objectives of the
Pedagogy
Staffing
with the
library and theCollaboration
institution
• Curriculum measurable outcomes for evaluation of the
Establish
program
Assessment/
• Accommodate input from institutional stakeholders
Outreach
Evaluation
• Clearly present the integration of information literacy across
the curriculum for students’ academic pursuits and effective
lifelong learning

Mission

Goals &
Objectives

Planning

Administrative
& Institutional
Support

• Articulation and develops mechanisms to implement and/or
Articulates
adapt
Collaboration
Pedagogy
Staffing
with thecomponents of the best practices
• Curriculum current opportunities and challenges
Addresses
• Is tied to library, institutional, and information technology
planning and budgeting cycles Assessment/
Outreach
Evaluation
• Addresses and prioritizes human, technological and financial
resources (both current and projected), taking into account
administrative and institutional support

• Assigns information literacy leadership
Goals &
Mission
Planning
and responsibilities to appropriate
Objectives
librarians, faculty, and staff
• Articulation
Incorporates information literacy in the
Collaboration
Pedagogy
with the
institution’s mission, strategic plan,
Curriculum and procedures
policies,

Administrative
& Institutional
Support
Staffing

• Provides funding to establish and ensure ongoing
Assessment/
Outreach
support for : teaching facilities, Evaluation
current and
appropriate technologies, appropriate staffing levels,
professional development opportunities

Mission

Articulation
with the
Curriculum

• Goals & the scope (i.e., depth and
Identifies
Administrative
Planning
& Institutional
complexity) of competencies to be acquired
Objectives
Support
on a disciplinary level as well as at the
course level
• Sequences andPedagogy competencies
integrates
Collaboration
Staffing
throughout a student’s academic career,
progressing in sophistication
Assessment/
• Outreach
Emphasizes learner-centered learning
Evaluation
• Is formalized and widely disseminated


• Fosters communication among disciplinary faculty,
Administrative
Goals &
Mission
Planning
& Institutional
librarians, other instructors (e.g., teaching assistants),
Objectives
Support
administrators, and other staff within the institution
Articulation
with the
Curriculum

Collaboration

Pedagogy

Staffing

• Communicates effectively withAssessment/
faculty, librarians, other
Outreach
instructors, administrators, andEvaluation staff members to
additional
gain support for the program within the academic
community

Administra
• Supports diverse approaches to teaching and learning.
Goals &
Planning
tive &
• Mission
Is suitable to the type of instruction (e.g., one-shot,Institutional
Objectives
Support
dedicated course).
• Takes into account diverse
Articulation with
Collaboration
Pedagogy
Staffing
theteaching and learning
Curriculum
styles.

• Incorporates and uses relevant and appropriate
Assessment/
Outreach
information technology and otherEvaluation
media
resources to support pedagogy.

• Includes librarians, library staff,
Goals &
Mission
Planning
administrators, program coordinators,
Objectives
instructional technologists, as well as
disciplinary faculty, graphic designers,
Articulation
Collaboration
Pedagogy
with the
teaching/learning specialists, and other
Curriculum staff as needed.
program
• Are knowledgeable in
Assessment/
Outreach
instruction/teaching, curriculum
Evaluation
development, and assessment of student
learning.

Administrative
& Institutional
Support
Staffing

• Clearly define and describe the program and its value to
targeted audiences, including those within andAdministrative
beyond the
Goals &
Mission
Planning
& Institutional
Objectives
specific institution.
Support
• Market the program through the creation and distribution
Articulation materials.
of publicity
Collaboration
Pedagogy
Staffing
• with the and reach out to relevant stakeholders and
Identify
Curriculum
support groups both within and outside of the institution.
Outreach

Assessment/
Evaluation


• Develops a process for program planning, evaluation, and
Administrative
revision.
Goals &
Mission
Planning
& Institutional
Objectives meeting the program’s goals
• Measures the progress of
Support
and objectives.
• Articulation with course and curriculum assessment,
Integrates
Collaboration
Pedagogy
Staffing
with the
institutional evaluations and regional/professional
Curriculum
accreditation initiatives.
• Acknowledge differences
Assessment/
Outreach
in learning and teaching
Evaluation
styles in the outcome
measures.

Rationale
In response to PAASCU recommendation on “creative
awareness about the availability of the user education
program to other research-oriented classes,” the DLSU
Libraries launches its Information Literacy Campaign to
foster the development of information literate students in
pursuit of lifelong learning and to celebrate the Library
and Information Services (LIS) month through exhibit,
interactive games and talk.


Mission

Making Every Lasallian
Student Information Literate

Objectives
To promote the teaching of information literacy as part of
user education program of the DLSU Libraries
To raise awareness on the importance of information
literacy as a vital component of lifelong learning
To make Lasallian students information literate by teaching
them the essential skills of finding and using the right
information in pursuit of academic and research excellence

Expected Outcomes
Increased awareness on the Learning Commons facilities,
printed resources and services
Information literate/skilled students
Well utilized printed resources and online search tools
Increased usage to the subscribed online plagiarism
detection tool (e.g. Turnitin)
Students who are able to correctly cite articles and/or
references using style manuals

Target User Group
Undergraduate students
Graduate students
Faculty
Staff
Administrators


Modules

Module 1 Library Research
Basics and Tour
a 1.5 to 2 hour presentation and tour specifically
designed for new students to introduce the
different libraries and learn the basics of finding
information in each of these libraries.

Modules

Module 2 Subject Database
Searching
a 2-3 hour intensive hands-on practice of using
various subject databases.


Modules

Module 3 Library Basics and
Database Searching
a 2-3 hour lecture and hands-on demonstration
of library research and searching multidisciplinary databases.


Modules

Module 4 Specialized
Instructions
a customized, course-related instruction that
focuses on advanced IL skills.


Learning Tools
Lecture and video
presentation
Online help and tutorials
Games
Searchable FAQs
Guides

Hands-on training
Tours
Class discussion
Events


Assessment Tools
Paper-based quiz
Online quiz
Q&A
Turnitin originality reports

Tasks/challenges
Evaluation for librarians


Staffing & Training

Librarians handle IL sessions
for undergraduate students
Selected librarians as RIA

Use of online databases, search tools, plagiarism
prevention tool, and citation generators
Effective oral communication
Classroom and behavior management
Effective teaching strategies
Developing teaching and learning tools

Strategic Plan


Roving Information Assistant


Face-to-Face with RIA


Request IL sessions


Are You
InfoSMARTer
than
a Lasallian
student?


Secondary sources will offer the
following except

A
B

First hand
information
Interpretation

C
D

Correct Answer:

Analysis
Criticism

A

The Internet is considered which of
the following?

A
B

Primary source
Secondary
Source

C
D

Correct Answer:

Both
Neither

C

Which of the following is NOT a
characteristic of a popular source?

A
B

Little technical
jargon
Shorter articles

C
D

Correct Answer:

Extensive
bibliography
All of the Above

C

Sino ang most authoritative
publisher sa field ng psychology?


Information Literacy across
the curriculum
Reaching more students
Students’ reactions to
sessions in Information
Literacy
Librarians as IL educators


Be the
first

Be the
explorer

Be a
learner

Find the tool
at fits you best!
Be visible


Find the tool
that fits youtool
best!
Find the
Find thefits you best!
that tool Find the tool
at fits you best!fits you be
that

Marian Ramos-Eclevia

marian.eclevia@dlsu.edu.ph

Dubicki, E. (2013). Faculty perceptions of student’s information literacy. Journal of
Information Literacy, 7(2), 97-125. http://dx.doi.org/10.11645/7.2.1852
Sayers, R. (2006). Principles of awareness-raising: information literacy , a case study.
Bangkok: UNESCO Bangkok
Shantaram, P. (2012). Challenges in spreading information literacy among students.
Indian Streams Research Journals , 2(11). Retrieved from
http://www.isrj.net/UploadedData/1758.pdf
Wijetunge, P. (2005). Empowering 8: the Information Literacy model developed in Sri
Lanka to underpin changing education paradigms of Sri Lanka. Sri Lankan Journal of
Librarianship and Information Management, 1(1). Retrieved from
http://www.sljol.info/index.php/SLLIM/article/view/430
Images were downloaded from Google Image and Facebook pages of DLSU Manila
University Library, UP Diliman University Library, Nanyang Technological University,
and Rizal Library

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