Information Literacy Graduate Student SeminarPresentation Transcript
Promoting Critical Thinking through Information Literacy Dr. Michele DiPietro, Eberly Center Dan Hood, University Libraries Tuesday, March 4, Noon-2:00pm
At the end of the seminar, you should be able to:
List information literacy goals
Discuss connections between information literacy and critical thinking
Design an assignment that promotes critical thinking and information literacy skills.
Introductions and brainstorming
Principles and tools for designing assignments
Course design triangle
Mapping standards onto Bloom
Theories of intellectual development/critical thinking
Group activity – designing assignments
Debriefing of assignments
Introductions and Brainstorming
Please share your:
One problem or gap with your students’ research skills
Information Literacy Standards
Where do they come from?
Follow the traditional research steps
The information literate student determines the nature and extent of the information needed.
The information literate student accesses needed information effectively and efficiently.
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
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.
Course Design that Supports Critical Thinking Instructional Strategies Objectives Assessment Tasks that provide feedback on students’ knowledge and skills Descriptions of what students should be able to do at the end of the course Contexts and activities that foster students’ active engagement in learning
Bloom’s Taxonomy of Cognitive Objectives
Factual Basic elements of domain
Conceptual Interrelationships among elements
Procedural How to do tasks, methods, criteria for using methods
Meta-Cognitive Strategic knowledge, contextual and conditional knowledge, awareness of one’s own cognition
Dan Hood – [email_address] http://www.library.cmu.edu
For help designing information literacy instruction and assessment contact your department’s liaison librarian
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman Press.
Association of College and Research Libraries (1998) Information Literacy Competency Standards for Higher Education. Accessed online on 3/03/2008 at http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm
Baxter-Magolda, M. (1992) Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. Jossey-Bass.
Belenky, M., Clinchy, B., Goldberger, N., and Tarule, J. (1986) Women’s Ways of Knowing: The Development, of Self, Voice, and Mind. Basic Books.
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Perry, W. (1968) Forms of Intellectual and Ethical Development in the College Years: A Scheme. Holt, Rinehart and Winston.