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Integrating Information Literacy into the Classroom

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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.

Published in: Education

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  • Objectives for instruction and expected results and/or skills developed from learning.
  • Relative vocabulary list.
  • Relative vocabulary list.
  • Relative vocabulary list.
  • Relative vocabulary list.
  • A list of procedures and steps, or a lecture slide with media.
  • Relative vocabulary list.
  • Include in what needed to be cited: Information from company websites; info for graphs; responsible for team projects (be alert to plagiarism)
  • Conclusion to course, lecture, et al.
  • An opportunity for questions and discussions.
  • Transcript

    • 1. INTEGRATING INFORMATION LITERACY INTO YOUR CLASSROOM Rachel Borchardt and Michael Matos, AU Library Nancy Sachs and Bonnie Auslander, Kogod School of Business
    • 2. 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
    • 3. 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
    • 4. 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”
    • 5. 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
    • 6. 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
    • 7. Implementation at AU
      • Formal relationships
        • College writing, general IL
        • SIS
        • Kogod
      • Informal relationships
        • Government
        • Art History
      • Other
        • One-shot instruction sessions throughout campus
    • 8. 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
    • 9. 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.
    • 10. 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.
    • 11. 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
    • 12. 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
    • 13. 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
    • 14. Questions and Discussion