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Information Literacy as Taught in Moodle - Kathy Eby, Brescia University
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Information Literacy as Taught in Moodle - Kathy Eby, Brescia University

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Presentation by Kathy Eby, Brescia University, at the 2010 AIKCU Technology Symposium.

Presentation by Kathy Eby, Brescia University, at the 2010 AIKCU Technology Symposium.

Published in Education , Technology
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Transcript

  • 1. Information Literacy
    as taught in Moodle
    Kathy Eby, Brescia University
  • 2. The Online Campus Portal includes a link to the library.
  • 3. The Topic outline lists the 8 week course activities.
  • 4. The first week’s lesson objectives include the first and fourth Information Literacy Competency Standards.
  • 5. Each week’s competency standards are met by the use of a combination of videos, readings & assignments.
  • 6. The videos open in You Tube, which most of the students can access without trouble and cover such items as Dewey, LOC subject headings, online encyclopedias and databases.
  • 7. The readings open in a new window and explain the week’s lesson, providing information needed for the completion of the assignment.
  • 8. The assign-
    ment comes
    up as a link
    to a Word
    document…
  • 9. Week 1’s assignment guides the students from topics to search terms to background research.
  • 10. The first week’s lesson includes an Information Literacy Pre-Test.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31. The last week’s lesson
    includes the same
    Information Literacy
    test as a Post-Test for
    comparison. Over the
    last 5 years in which
    the pre & post IL tests
    have been used, an
    average of a 10%
    improvement rate has
    occurred.
  • 32. Week 2 objectives include competency standards 2 & 4.
  • 33. To the video, reading & assignment a forum is added to encourage
    communication among the students.
  • 34. Week 2’s assignment guides the students through composing search strings
    using Boolean operators & truncation, then using search strings to search
    the online catalog, thus accessing information.
  • 35. Week 3’s objectives reflect competency standards 1, 2, 3 & 4.
  • 36. Week 3 has the first exam or quiz, T/F
    questions that review 3 weeks of readings,
    assignments & videos.
  • 37. Example of the beginning of exam 1.
  • 38. Week 3’s assignment guides students through the use of print and online reference sources, such as subject encyclopedias & subject databases, for research.
  • 39. In weeks 4-5 the use
    of full text databases
    & websites are
    explored. The
    evaluation of sources
    is added in week 6,
    helping the students
    with the third
    competency standard,
    evaluating sources
    critically.
  • 40. Week’s 4, 5 and 6 Objectives
    Week 4: Access needed information effectively and efficiently; Standard 2
    Evaluate journal information; Standard 3
    Use information found to complete the assignment. Standard 4
    Use information ethically.  Standard 5
    Week 5: Determine nature and extent of information needed; Standard 1
    Evaluate sources critically. Standard 3
    Use information found to complete the assignment. Standard 4
    Week 6: Determine the extent of information needed; Standard 1
    Access the needed information effectively and efficiently; Standard 2
    Evaluate information and its sources critically. Standard 3
    Use information found to complete the forum assignment. Standard 4
  • 41.
  • 42.
  • 43. Week 6’s assignment was a forum comparing web sites.
  • 44. Week 7’s lesson focused
    on copyright,
    plagiarism & fair use
    to explore competency
    Standard 5: Understand many of the economic, legal and social issues surrounding the use of information.
    Access and use information ethically and legally.
  • 45. A
    B
    I send my students to the Copyright Bay site by the University of St. Francis, Joliet, IL. It has
    several real-life examples of copyright and fair use. The next three slides are from that site.
    http://www.stfrancis.edu/content/cid/copyrightbay/
  • 46. Copyright Bay,
    U. of St. Francis
  • 47. Copyright Bay, U. of St. Francis
  • 48. To make sure that students understand Plagiarism:
    I used an original text cited correctly, then asked the students to explain why three
    paragraphs citing that original text, a couple cited correctly and the other incorrectly, are or are not plagiarism.
  • 49. Week 8 has the Information Literacy post-test. The PowerPoint Review includes the Information Literacy competency standards as they relate to research. The Review Forum asks the students to summarize their understanding of Information Literacy.
    Exam 3 covers all 8 lessons.
  • 50. Students sum up Information Literacy in the following ways:
    “Information Literacy is the ability to find, learn and use information…The process of learning in an information literate environment involves being able to find the information rather than memorize it.”
    “This is almost like a set of guidelines when researching to write a paper. It identifies your ability to know what information you need, locate your sources, evaluate your sources critically…People use information literacy in many different situations. Some use it for education purposes such as research papers. It is also used to make people’s minds up when it comes to voting for something. Everyday, more and more information is made public for people to research. “
  • 51. “…information literacy is the ability of an individual to effectively evaluate and identify when information is needed, what type of information is needed, the ability to properly locate the information, evaluate the resources for reliability, and the ability to use the information effectively.”
    “It is important to understand how to easily locate material on a subject because these skills will be necessary throughout our careers and in the growing age of technology.”
    “Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information…Information literacy is critically important because we are surrounded by information in all format’s. Not all information is created equal some is authoritative, current, reliable, but some is biased, out of date, misleading, false. The amount of information available is going to keep increasing. The types of technology used to access, manipulate, and create information will expand tremendously.”    
  • 52. Created by:
    Kathy Eby
    Assistant Librarian
    Fr. Leonard Alvey Library
    Brescia University
    Owensboro, Kentucky
    Kathy.eby@brescia.edu
    I welcome any comments or questions.
    The competency standards are those articulated by ACRL.
    June, 2010