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Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
Integrating Information Competency into the Curriculum: The Cornell Experience
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Integrating Information Competency into the Curriculum: The Cornell Experience

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Presentation given at University of Rochester with Thomas Mills on May 12, 2011

Presentation given at University of Rochester with Thomas Mills on May 12, 2011

Published in: Education
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  • Standard ACRL definition for libraries in higher education Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally ACRL Information Literacy Competency Standards for Higher Education http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
  • Standards at regional level Middle States Commission on Higher Education. (2003). Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum. Executive summary. Retrieved March 30, 2010 from http://www.msche.org/publications/devskill050208135642.pdf Middle States Commission on Higher Education. (2003). Standards 11 in Characteristics of Excellence in Higher Education. Retrieved March 30, 2010 from http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf )
  • Standards at college level
  • Priority team task to integrate IL into curriculum
  • Begin where they are Institute Schedule (2008 and 2010 comparison) Process of crafting assignments and walking the walk with active learning
  • Transcript

    • 1. http://www.wordle.net/ . Images of Wordles are licensed . Integrating Information Competency Into the Curriculum: The Cornell Experience Thomas Mills and Camille Andrews Cornell University Spring 2011
    • 2.
      • Understand information (and other) literacies & how to develop strategies to incorporate it into course assignments
      • Discuss development of Cornell's Undergraduate Information Competency Initiative
      • Identify successes, challenges & growth of program; issues for future of Initiative
    • 3.  
    • 4.
      • What is information literacy (IL) in your view? At your institution?
    • 5.
      • "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“
        • American Library Association. Presidential Committee on Information Literacy. Final Report .(Chicago: American Library Association, 1989.)
    • 6. Doug Belshaw
    • 7. vincos
    • 8.  
    • 9.  
    • 10. Cornell University. (2010). Learning Outcomes at Cornell.
    • 11.
      • To student learning outcomes on the ground level
      • How do we do this on the ground?
        • Discipline
        • Course
        • Assignment
    • 12. http://infocomp.library.cornell.edu
    • 13.
      • Campus Readiness Framework:
        • Consider your campus culture, priorities and initiatives
        • Possibilities and challenges/obstacles?
      • Who needs to be involved in and what roles there are on your campus for the steering committee?
      Adapted from ACRL Information Literacy Immersion Institute (2009).
    • 14. Administration at all levels Students TAs Writing Center, etc.
    • 15.  
    • 16.  
    • 17.  
    • 18. Cluster groups and implementation teams Jason Koski/University Photography
    • 19.  
    • 20.  
    • 21.  
    • 22. http://guides.library.cornell.edu/comm2010_spring10
    • 23.  
    • 24.  
    • 25. TOO MUCH FOR ONE ASSIGNMENT OR COURSE! INTENDED FOR WHOLE CURRICULUM
    • 26. http://cybertower.cornell.edu/lodetails.cfm?id=601
    • 27. Fashion & Posing
      • By studying Joe Conzo’s pictures we were able to observe the evolution of fashion trends as well as the art of posing through 1979-1982 while focusing on the Cold Crush Brothers.
      • This collection enabled us to create a visual chronology by looking at various concerts, shows, and studio portraits taken by Conzo. We chose to focus on the Cold Crush Brothers because they were the most prominent subjects of the collection. From our personal interpretation and analysis of the pictures we were able to conclude that:
      • Posing was seen in their pictures since the earliest pictures and evolved thematically in terms of complexity as their fame grew.
      • Their fashion trends followed the same pattern by becoming more complex and more charismatic as their popularity expanded. The earliest pictures show very few costumes, or coordination of outfits between the members. In the older pictures we see the appearance of showmen, costumes, glitter, outrageous outfits and themes.
      • Our interpretation was that these trends evolved according to financial abilities, popularity more than due to time.
      • By comparing the posing style and fashion trends of the Cold Crush with other popular groups of their time we realized that although they evolved through time they were not really following the fashion trends of their times, making them a unique group.
      1979 1982 " People were standing around, look good, very fashionable, trend setting." Joe Conzo, April 25th 2009
    • 28.  
    • 29.  
    • 30. Gwen Glazer, CUL Communications Flexibility Creativity Fun Letting students chart their own course can be scary but it makes for good learning. . .
    • 31. http://guides.library.cornell.edu/fgss3720
    • 32.  
    • 33.
      • 3 institutes
      • 18 classes or programs
      • 20 instructors
      • Thousands of students
      • Only part of the story. . .
    • 34.
      • Direct and Indirect
        • Rubrics for assignments and institute
        • Student and faculty surveys
      • Student and faculty comments: In their own words
      • Continual process
    • 35. Fall 2010, ~90 students
    • 36. Fall 2010, ~90 students
    • 37.
      • “ I use the library databases much more often now; I used more effective, specific search terms; my thought processes became clearer; I learned how to find scholarly articles and not just use websites from Google.”
      • “ I learned how to locate resources that are more scholarly and are better able to support my ideas. I used this knowledge to locate better sources for my research paper, including scholarly journals and encyclopedias.”
    • 38.
      • "This community completely revitalized my teaching. I've never gotten such high evaluations from my students.“
      • "The institute has begun a slow but inexorable transformation of my teaching. . .[it] is much more oriented toward the students' discovery of knowledge and much less invested in my imparting it in the front of the classroom. It's them teasing out the questions and devising research strategies with my guidance. The results are stunning.”
    • 39. Wayan Vota
    • 40. Nial Kennedy
    • 41. Peter Beste, Cornell Chronicle Robert Barker, University Photography
    • 42. By Rich James Successes: Accreditation & Assessment Awareness
    • 43.  
    • 44. ToniJV
    • 45. fenng
    • 46. David T Jones
    • 47. mstephens7
    • 48. dunechaser ; padumbumpsh ; uggboyugggirl
    • 49. Doug Belshaw Challenges: Multiple Literacies
    • 50. Rachel Gardner
    • 51. choconancy1
    • 52. digitalsextant
    • 53. Patrick Hoesly /zooboing
    • 54. Paul Veugen
    • 55. Margaret Gaudino
    • 56.
      • Valuable lessons and material from Berkeley
      • Pilot!
      • Iterative, continual process
      • Gain internal as well as external buy in
      • Bring in other stakeholders
      • Shared mission: “It’s about the students!”
      • Collaboration
    • 57.
      • What IL successes and challenges are you facing?
      • Q&A
      • Contact us:
        • Camille: [email_address]
        • Thomas: [email_address]
        • CUICI: [email_address]
    • 58.
      • Mellon Library/Faculty Fellowship: http://www.lib.berkeley.edu/mellon/
      • Cornell UG Info Competency Initiative (CUICI): http://infocomp.library.cornell.edu/

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