Information Literacy Graduate Student Seminar

Promoting Critical Thinking through Information Literacy Dr. Michele DiPietro, Eberly Center Dan Hood, University Libraries Tuesday, March 4, Noon-2:00pm

Objectives
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.

Agenda
Introductions and brainstorming
ACRL standards
Principles and tools for designing assignments
Course design triangle
Bloom’s taxonomy
Mapping standards onto Bloom
Theories of intellectual development/critical thinking
Group activity – designing assignments
Debriefing of assignments
High/low stakes
High/low cost
Conclusions

Introductions and Brainstorming
Please share your:
Name
Department
Teaching/TAing experience
One problem or gap with your students’ research skills

Information Literacy Standards
Why standards?
Where do they come from?
AASL, ACRL
Five standards
Follow the traditional research steps

ACRL standards
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
Knowledge Dimension
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
Anderson et al (2001)

Bloom’s Taxonomy of Cognitive Objectives
Cognitive Process Dimension
Category Activity
Remember identify, retrieve
Understand interpret, explain, infer, compare, exemplify, classify, summarize
Apply transfer, execute, implement
Analyze differentiate, organize, attribute
Evaluate check, critique
Create hypothesize, design, construct
Bloom (1956); revised by Anderson et al. (2001)

Bloom’s Taxonomy of Cognitive Objectives Create Evaluate Analyze Apply Understand Remember Knowledge Dimension Meta-cognitive Procedural Conceptual Factual

Intellectual Development
Dualism/Received/Absolute Knowledge
Multiplicity/Subjective/Independent Knowledge
Relativism/Procedural/Contextual Knowledge
Commitment/Constructed Knowledge
Adapted from Perry (1970), Belenky et al. (1986), and Baxter-Magolda (1992)

Group activity – Designing Assignments
Go back to the problem/gap you identified in the brainstorming
Map it to Bloom’s taxonomy, Perry’s scheme, and the ACRL standards
Identify an appropriate learning outcome for your students given the gap/problem
Design an assessment that would enable students to practice the skills you want them to master (15 mins)
Share/debrief (10 mins)

Stakes/Cost Continua
Low Stakes High stakes
Low Cost High Cost Concept mapping Research Paper Exam Quiz In-class clickers In-class clickers Concept mapping SAILS (standardized test) Annotated Bibliographies Research journal (metacognitive) Annotated Bibliographies Research Paper Research journal (metacognitive) Exam Quiz Peer editing Peer editing

Conclusions
Students entering college generally lack information literacy skills
Some of these skills are mechanics, but the core of IL is really about critical thinking
Il skills will become more and more important in the future
Students won’t pick up IL skills by osmosis – they must be taught
There are principles and tools to guide you as you design assessments and instruction

Well Wishes and Resources
Thank you!
Michele DiPietro – [email_address] http://www.cmu.edu/teaching
Dan Hood – [email_address] http://www.library.cmu.edu
For help designing information literacy instruction and assessment contact your department’s liaison librarian

Bibliography
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.

Information Literacy Graduate Student Seminar

by Dan Hood on Jun 25, 2008

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