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Integrating Information Literacy into the Classroom

Integrating Information Literacy into the Classroom



This is a copy of the presentation delivered at the Ann Ferren Teaching Conference at American University in Washington DC, January 2010.

This is a copy of the presentation delivered at the Ann Ferren Teaching Conference at American University in Washington DC, January 2010.



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  • Objectives for instruction and expected results and/or skills developed from learning.
  • Relative vocabulary list.
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  • A list of procedures and steps, or a lecture slide with media.
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  • Include in what needed to be cited: Information from company websites; info for graphs; responsible for team projects (be alert to plagiarism)
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Integrating Information Literacy into the Classroom Integrating Information Literacy into the Classroom Presentation Transcript

  • INTEGRATING INFORMATION LITERACY INTO YOUR CLASSROOM Rachel Borchardt and Michael Matos, AU Library Nancy Sachs and Bonnie Auslander, Kogod School of Business
  • Objectives
    • What is information literacy (IL)and why does it matter?
    • IL in General Education and Subject-specific
    • IL implementation at other universities
    • How AU is implementing IL across campus
    • How you can implement IL in your classroom
  • What is Information Literacy?
    • Information literacy is the ability to recognize when information is needed and to locate, evaluate, and use it efficiently.
      • ACRL (American College and Research Libraries) Information Literacy standards definition
  • Why is information literacy important?
    • The shift towards Internet-based research requires a higher level of scrutiny of sources then in the past.
    • Developing strong information literacy skills enables students to succeed in their academic and professional careers.
    • Middle States Commission has accreditation requirements related to information literacy
      • Middle States Standard 11: “ Several skills, collectively referred to as ‘information literacy,’ apply to all disciplines in an institution’s curricula. … information literacy is an essential component of any educational program at the graduate or undergraduate levels”
  • General and subject-specific Information Literacy
    • General information literacy concepts (i.e., finding, evaluating and using information) are tailored for individual disciplines
      • General Education
        • College Writing – Introduction to information literacy concepts
      • Specialized Disciplines
        • Business – Using specialized resources and data
        • Sciences – Using and creating primary research papers
        • History – Integrating primary documents
  • How other universities have implemented IL
    • University of Rhode Island
      • Freshman/sophomore credit classes
      • Upper level seminar in biological literature
    • James Madison
      • Integrated into General Education classes
      • Information Literacy workshops for faculty held yearly
    • Ohio State
      • Online for-credit courses integrated with general education classes
  • Implementation at AU
    • Formal relationships
      • College writing, general IL
      • SIS
      • Kogod
    • Informal relationships
      • Government
      • Art History
    • Other
      • One-shot instruction sessions throughout campus
  • College Writing and Information Literacy
    • Partnering Writing Instructors with Librarians
      • Information literacy instruction tailored to each class
      • Librarian works with class
    • College Writing Library committee
      • Goal: Standardize IL learning outcomes in all college writing classes and develop continuity
      • Establish specific IL-related learning objectives
      • Create database of learning objectives, specific library activities, assignments that focus on IL
      • Define difference between IL-related learning outcomes in CW100 vs. CW101
  • Seven Things Business Students Discover
    • 1. Google isn’t God.
    • 2. Business databases are beneficial.
    • 3. Company websites are biased.
    • 4. Even company websites need citations.
    • 5. APA isn’t MLA.
    • 6. Team members (do)n’t lie.
    • 7. Business librarians know their business.
  • Case study: Information Technology (ITEC) 200
    • Assignment :
    • You and your teammates work for the information technology (IT) department of a company. Your supervisor has asked you to identify an interesting IT that can add business value.
    • Criteria (from syllabus; one of three):
    • A successful IT review will be one in which the team demonstrates good research: you should show what the IT does, how the IT works and its impact on business.
  • Project Timeline
    • Topic exploration & analysis
    • Draft
    • Faculty-Team meeting
    • In-class visit by business librarian & Kogod Center for Business Communications staff
    • Final report & presentation
    • Best-of-Best-in-Class Competition
  • How you can implement IL in your classroom!
    • Develop assignments that require specific sources/tools
    • Steer students toward appropriate resources for their assignment
    • Create methodology to evaluate information literacy concepts (see other side)
    • Contextualize information the student acquires
    • Consider IL concepts – which do you want to cover?
    • Designate an appropriate citation style
    • Treasure hunts are discouraged without library consultation
      • Learning the ins and outs of the library is great, but can be frustrating for the student and the library
    • Overall, be as clear as possible so that the students focus on the research component, not the details
    • A librarian is your ally and can help you formulate an appropriate assignment and strategy for your class
  • Conclusions
    • Information literacy at AU should be more standardized
      • Most students not receiving general and specific information literacy instruction
    • Librarians can work with individuals, departments and programs to tailor information literacy programs
  • Questions and Discussion