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PSLA09 First Year College Students & Information Literacy
 

PSLA09 First Year College Students & Information Literacy

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    PSLA09 First Year College Students & Information Literacy PSLA09 First Year College Students & Information Literacy Presentation Transcript

    • First-year College Students & Information Literacy: What Skills Are Needed Most? PSLA 2009 Emily Rimland Information Literacy Librarian Penn State University
    • Today’s Agenda: 1. Interactive and participatory 2. What IL Skills are needed most? a. IL skills & standards b. What you think c. What others think 3. Examples of K-16 skill continuums 4. Examples of college research assignments 5. Discussion, questions, etc.
    • Why is this discussion important? • Your seniors are our freshmen • Mandates & assessment • We have shared expectations (lifelong learning) • So we can understand our students better • Share best practices
    • What type of library do you work in? 1. High school 2. Middle school 3. Elementary school 4. Public Library 5. Academic Library 6. Another kind of library
    • What percentage of freshman do you think are “adequately prepared” for college-level research? 1. 0 - 20% are adequately prepared 2. 21 - 40% 3. 41- 60% 4. 61- 80% 5. 81-100%
    • AASL & ACRL Standards • AASL: Information Literacy Skills for Student Learning (K-12) • ACRL: Information Literacy Competency Standards for Higher Ed (Post-secondary) • AASL Standards for the 21st Century Learner
    • AASL/AECT Standards • 3 categories, 9 standards • General and comprehensive-meant to be customized • Address information literacy plus social responsibility and independent learning
    • AASL Standards Category I: Information Literacy Standard 1: Accesses information efficiently and effectively Standard 2: Evaluates information critically and competently Standard 3: Uses information effectively and creatively Category II: Independent Learning Standard 4: Pursues information related to personal interests Standard 5: Appreciates and enjoys literature and other creative expressions of information Standard 6: Strives for excellence in information seeking and knowledge generation Category III: Social Responsibility Standard 7: Recognizes the importance of information to a democratic society Standard 8: Practices ethical behavior in regard to information and information technology Standard 9: Participates effectively in groups to pursue and generate information
    • ACRL Standards • 5 standards, many indicators and outcomes • Emphasis on cognitive skills • Picks up where AASL leaves off
    • ACRL Standards Standard 1: The information literate student determines the nature and extent of the information needed. Standard 2: The information literate student accesses needed information effectively and efficiently. Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Standard 5: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
    • AASL Standards for the 21st C. Learner • 4 standards + skills, responsibilities, dispositions & strategies • Broader in scope, address multiple literacies: – Digital – Visual – Textual – Technological
    • A C o m p a ris o n o f th e B a s ic T e n e ts o f th e AASL & ACRL Standards Compared A C R L In fo rm a tio n L ite ra c y C o m p e te n c y S ta n d a rd s fo r H ig h e r E d u c a tio n a n d th e A A S L / A E C T In fo rm a tio n L ite ra c y S ta n d a rd s fo r S tu d e n t L e a rn in g A A S L /A E C T K -1 2 S ta n d a rd s A C R L P o s t-S e c o n d a ry S ta n d a rd s A n In fo rm a tio n lite ra te in d ivid u a l is a b le to : D e te rm in e th e e xte n t o f in fo rm a tio n needed A c c e s s in fo rm a tio n e fficie n tly a n d e ffe ctive ly A c c e s s th e n e e d e d in fo rm a tio n e ffe ctive ly a n d e fficie n tly E va lu a te in fo rm a tio n critica lly a n d E va lu a te in fo rm a tio n a n d its so u rce s co m p e te n tly critica lly In c o rp o ra te se le cte d in fo rm a tio n in to o n e ’s kn o w le d g e b a se U s e in fo rm a tio n a ccu ra te ly a n d cre a tive ly U s e in fo rm a tio n e ffe ctive ly to a cco m p lish a sp e cific p u rp o se U n d e rs ta n d th e e co n o m ic, le g a l a n d A d d re sse d w ith in th e th re e S o cia l so cia l issu e s su rro u n d in g th e u se o f R e sp o n sib ility sta n d a rd s in fo rm a tio n , a n d a cce ss a n d u se in fo rm a tio n e th ica lly a n d le g a lly Table prepared by Ellysa Stern Cahoy, Penn State University, used with permission
    • Which IL standard do you think is MOST important for an entering freshman to have? 1. Access information effectively and efficiently 2. Evaluate information critically and competently 3. Use information accurately and creatively
    • What some others thought: • Inspired today’s questions • Survey by Robert Schroeder of 40 school & academic librarians in OR • % adequately prepared: – High school librarians majority answered 21-40% – Academic librarians majority answered 0-20%
    • What some others thought (cont.) • Related to the standards: – Majority of combined respondents: • #1 = “accesses needed information effectively and efficiently” (33%) • #2 = “determines the nature and extent of the information needed” (19%) – However, large spread between high school & academic librarians’ responses for these 2 areas – High school librarians placed more emphasis on “evaluates information and its sources critically and incorporates selected information into knowledge base”
    • Acquisition of skills: where and when • Rochester Regional Library Council’s “Core Library and Research Skills Grade 9-14+”
    • CLOC group continuum Community Librarians Outreach and Collaboration, K-16 Information Literacy Skills Checklist. http://ncohen.myweb.uga.edu/ILcollege.htm
    • Oregon’s 8 Proficiencies Students who are ready to begin upper-division coursework can… 1. Identify gaps in their knowledge. 2. Find information efficiently and effectively. 3. Evaluate and select information. 4. Treat research as a multi-stage, recursive learning process. 5. Ethically, legally, and safely use information . 6. Recognize safety issues. 7. Manipulate and manage information. 8. Create, produce, and communicate. Oregon Information Literacy Summit: http://blogs.library.oregonstate.edu/ilsummit/2007- summit/proposed-proficiences/
    • Examples of assignments English (Rhetoric & Composition) Find a topic and format that lend themselves to at least 5 pages of rigorous analysis backed up by at least three respectable outside sources. Identify a problem or issue, take a stand, translate your stand into a thesis statement, support the reasons for your position with details and examples that you’ve discovered during the course of your research, and marshal your reasoning, research, and appeals as you try to persuade others to accept your position.
    • Examples continued Communication Arts & Sciences (Speech) …research one issue of civic importance and do three speeches on the one subject throughout the semester. …Each speech has a bibliographic requirement of 5-7 sources, including the NYT. “In my experience teaching the course, the students tend to rely on google even after the library visit, but I can’t understand why. I will be changing the requirements for the speeches so that they must include not only one citations from the New York Times but also citations from one journal article and one book.”
    • Examples continued Engineering Define in a few sentences your research topic. Locate each of the following: a handbook a dictionary a journal article a newspaper article a standard (individual or a collection) a book a report a web site • a patent (give this a try using www.uspto.gov) Do not pick the first resource that comes up in a search. Select what you judge to be the best resource you can find for each of these categories. In addition to locating and citing the resources, you should write a short (2-3 sentence) description detailing why this pertinent to your project. For some topics, you may not find an example for each. If you don’t find an appropriate example, note where you searched and what terms you used.
    • Examples continued Geo Sciences Locating a refereed paper on the geology of a national park: • A refereed or scholarly paper may be described as a paper that is written by an expert for other experts • Some databases index only scholarly journals; others index a mixture of newspapers as well as scholarly and popular journals. The following databases should help you locate an appropriate article: Proquest, GeoRef, Web of Science
    • What we’re doing at PSU • Library evangelists • Convenience trumps quality discussions (Google & Wikipedia) • Collaborating with instructors • Alleviating library anxiety • Hold office hours (virtual and F2F), multiple ways to contact us • Collaborate with K-12 librarians about bridging the divide
    • What you can do • Emphasize evaluating information: scholarly v. popular, freely available v. proprietary • Consider the standards in creating your library curriculum • Explore strategies for addressing multiple literacies • Visit a local academic library with students
    • Questions or Comments? Emily Rimland Information Literacy Librarian Penn State University Park erimland@psu.edu