Entering the Conversation: How Library InformationLiteracy Can Help Students Become Participants Lettycia Terrones Humboldt State University Librarian of Arts, Humanities and Social Sciences Candidate
Entering the Conversation Writing is not playing someone elses game. Successful writing involves the creation and framing of your own questions about the sources youve chosen. You want to attend to the assignment at the same time that you locate and articulate your own, particular interest in it. (Rodburg, 1999)Rodburg, M. (1999). Moving from Assignment to Topic. Retrieved from http://www.fas.harvard.edu/~wricntr/documents/Topic.html
ACRL Info Literacy Competency Standards for Higher Education Determine the information need Access information effectively and efficiently Evaluate information and its sources critically Use information effectively to accomplish a specific purpose Understand issues surrounding the use of information, and access/use information ethicallyAssociation of College and Research Libraries. (2002). Information literacy competency standards for higher education. Chicago, IL: ALA. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
InfoLit How to Equip StudentsResearch question Keywords/Subject headings Accessing sources Evaluate & Use information Understand ethics of info access and use = Participation (CREATE!)
Critical Thinking … is PRESENT in all steps of the research process!Critical Thinking & Information Literacy are not in competition, but rather compliment each other.
Information Literacy: TechniquesModel specific tools and skillsStudent centered learningInvestigative exercisesCollaborative efforts to problem solveReflection of research experiencePractice in evaluation and use of information L.Terrones LIBR 250 Course Webpage http://calstatela.libguides.com/terrones_libr250
Students as ParticipantsLearner-Centered-Teaching asks the instructorto “facilitate and guide learners … to do thework of learning, to become actively involved inthe material to be learned, and to then createtheir own understanding of that material.” (Kaplowitz, 2012, p. 8) *Equipping students to “Enter into the Conversation!”
Information Literacy Opportunities:Course integrated instructionLibrary workshops – high need, high interest Workshops: Citation formatting, Evaluating Websites, Bibliographic Management, Social Media SavvyUnit course on information literacyOnline information literacy tutorials
Collection Development Survey faculty to assess collection needs and evaluate existing resources. Meet with faculty to ensure that the collection supports curriculum goals. Communicate with faculty when resources and materials become available.From: Guidelines for liaison work in managing collection and services. (2010). Reference and User Services Association, ALA. Retrieved from http://www.ala.org/rusa/resources/guidelines/guidelinesliaison
OutreachForming Student Success Partnerships with: Writing Center Educational Opportunity Program Student Groups
Collaborative EffortsIt is crucial that critical thinkers who want tochange our teaching practices talk to oneanother, collaborate in a discussion that crossesboundaries and creates a space for intervention. (hooks, 1994, p. 129)
Professional ServicePublishing goals• Info Literacy and Critical Thinking intersections• Collaborations between library services and Student Support ServicesUniversity Contributions• Participate in University governing groups and work teams
HSU Mission, Vision and ValuesExcellence in teaching.Preparing students to be responsiblemembers of diverse societies.Seek to improve the human condition and ourenvironment.
ReferencesAssociation of College and Research Libraries. (2002). Information literacy competency standards for higher education. Chicago, IL: ALA. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdfGuidelines for liaison work in managing collection and services. (2010). Reference and User Services Association, ALA. Retrieved from http://www.ala.org/rusa/resources/guidelines/guidelinesliaisonhooks, b. (1994). Teaching to transgress: Educations as the practice of freedom. New York, NY: Routledge.Humboldt State University. (n.d.) Mission, vision and values. Retrieved from http://www.humboldt.edu/president/visionKaplowitz, J. R. (2012). Transforming information literacy instruction using learner-centered teaching. London, England: Facet Publishing.Rodburg, M. (1999). Moving from assignment to topic. Retrieved from http://www.fas.harvard.edu/~wricntr/documents/Topic.htmlShelley, A. (2009). Beyond buzz words and skillsets: The role of critical thinking in information literacy. Library Student Journal, 4, 8. Retrieved from http://www.librarystudentjournal.org/index.php/lsjWeiner, J. M. (2011). Is there a difference between critical thinking and information literacy?: A systematic review 2000-2009. Journal of Information Literacy, 5, 81-92. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL