1. TEACHING TOOLS FOR
REAL LIFE SKILLS:
INFORMATION LITERACY Georgia
International
Conference
FOR THE WORKPLACE On
Information
Literacy
September 2012
Alessia Zanin-Yost and Betsy Clementson
Research and Instruction Librarians
Western Carolina University
2. WHAT ARE WE GOING TO DO TODAY
Discussion
1. Learn about information literacy
2. Evaluate what types of assessment you can use
3. Investigate what skills new graduates should have
Activities
1. Explore ways to reach to your constituents
2. How to incorporate the ACRL standards into assignments
3. Develop methods of evaluation
3. INFORMATION LITERACY
We are using the ACRL definition
Information literacy is 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.”
Why do we need information literacy today? We have the Web, Google and Wikipedia….
Why do we- librarians- need to teach it?
4. CRITICAL THINKING SKILLS
Read the operating board
Develop and maintain documentation
Conduct research on network products
Ability to develop action plans with work estimates
Ability to present ideas
Organizational and analytical skills
Knowledge of the use/mixture of cleaning chemicals
Working knowledge of equine health management
5. FROM CLASS TO WORK– WHY?
What do you teach students in your library instruction classes?
Is it possible to combine academics, information literacy, and “working” skills?
6. EXAMPLE
Interior Design
Traditional research paper
Issues: plagiarism, poor content, poor use of resources, boooooring…
BRIGHT IDEA
Why not change the assignment into something students can actually use later on
in their profession?
7. GOOD IDEAS NEED ASSESSMENT
Why do I need to assess?
Because assessment is an INTEGRAL part of teaching and learning. It will affect what
and how you teach and what and how your students learn.
1. Begin with one small project
2. Assess the impact
3. Make changes
4. Re-apply
8. ASSESSMENT
Testing is NOT assessment. Testing is just a component of
assessing learning.
Assessment must be authentic - meaning it needs to reflect
real-world expectations.
In the workplace students will not be assessed through
multiple-choice tests or research papers.
Assessment comes before planning. Ask yourself “What am I
going to assess?” and “Why?”
9. THE A WORD…. ASSESSMENT
Direct Evaluate the Variety of methods: performances, blind
competence of scored essays, standardized tests, pre and
students post-tests, capstone paper/projects.
Indirect Evaluate the Questionnaires and surveys
perceived Syllabi and curriculum analysis
learning
Qualitative Uses a variety of Interviews, survey, observation, studies
data
Quantitative Uses numerical Tests, rating scales, analysis, percentages
data
10. KNOW WHAT EMPLOYERS WANT
Business research skills: What are employer s expecting of our
graduates, and are we meeting those expectations?
Let’s ask them!
What do faculty and students think they need?
11. EXAMPLE: WHAT WE’RE DOING NOW
Entrepreneurship class : Semester-long project where
undergraduate students gather forms and material they would
need in order to start a business
Library session for this class is designed to get the students
using the resources they will need to use to find this information -
must look for clues and read (!) in order to understand what they
need.
12. THEY’RE GETTING IT…
“I really enjoyed this week’s assignments, especially
the Research Guide Worksheet. Going through that
exercise revealed so much more information than I
had anticipated.”
14. ACTIVIT Y #1
What are some ways you can reach
out to your constituents?
Brainstorm, discuss, and share.
Write your ideas on the gigantic post -it!
15. ACTIVIT Y #2
How do you incorporate the ACRL IL standards in an
assignment?
Directions:
1. Work with the people at your table
2. Read your case study and determine which one of
the ACRL IL standards/outcomes would work best
for this case study.
3. Make sure to take notes-one of you will need to
report back to everybody.
16. ACTIVIT Y #3
Develop methods of assessment
Directions
1. Work with your group
2. Read your case study from the previous activity
3. Read the assessment section in your handout
4. As a group discuss and determine what steps you
will take to teach information literacy. Fill out the
chart provided
AlessiaTalk about our background- Betsy and Alessia at different stages
Something we connect to higher level jobs- jobs that need lots of education like doctor, teacher. ALL jobs can use information literacy
Alessia
Alessia
Alessia
Alessia- Not limited to standard assessment- projects, group discussions, portfolio. Need to be centered on what students will do in their jobs. Development of concrete skills
Measures are what you are looking to achieve. 10% of the students will be able to… Methods are tools. See above chart Outcomes the results of the assessment.
BetsySince I started this position 3 years ago, have been thinking about the connection between research skills we are teaching and those that are needed and being used out in the ‘real world’ –business research skills needed to uncover information to make sound business decisions. In planning stages of a research project to find out more about this- a mix of qualitative and quantitative research- interview employers, survey employers and alumni (employees)To start, reached out to:Faculty and program coordinator- specifically for the MBA programprogram advisory boards made up of employers/practitioners- ex: MBA advisory boardStarting with alumni from MBA program and their employers, as well as local employers and business leaders Adapting questions from previous surveys – Cornell Univ did something similar in late 1980s; James Madison Univ business librarian has done something similar more recently; also literature review- business information literacy, workplace information literacy…Research project intends to gather information from employers and alumni and analyze if we are meeting their needs and expectationsWill this lead to changes in curriculum? How will results differ from what faculty and students think they need to know about business research?
Betsy** Need better transition to this slide ** - example of connection to ACRL standards? Already trying to infuse hands-on activities and real-world examples into business IL sessions – Entrepreneurship program designed to prepare students to start a business. I want to make sure students at every level of this program can find info for their assignments and know how to find and evaluate information so they can make good business decisions. Example is Entrepreneurship class called New Venture GrowthExamples of things they must find include: IRS forms, partnership agreements, articles of incorporation, sample income statements and balance sheets, HR forms, intellectual property agreements,…Course is being taught online this semester for the first time. Challenge is how to translate classroom workshop to online environment- beyond a research guide.
Betsy-Some previous ENT 350 students wondered why I didn’t just post the docs in the research guide. This is a quote from a student in this semester’s online ENT 350 class. We’re getting our message across!
Discussion-Have each table report their findingsType responses in Word doc as they are reporting- send to participants- ask them to sign up w/email address
Fill in chart as they reportNumber the assignments