Progression Standards for Information Literacy:Putting the Standards Into Practice New Jersey Association of School Librarians Friday, December 3, 2010Ruth Hamann, Passaic County Community College Gary Schmidt, Ocean County College Nancy Weiner, William Paterson University In association with: The New Jersey Chapter of the Association of College & Research Libraries (NJ-ACRL) The Virtual Academic Library Environment (VALE) The Central New Jersey Academic Reference Librarians Group (CJARL)
Session Outline• Why is Information Literacy (IL) important?• The evolution of the Progression Standards• A closer look at the Progression Standards• Putting the Progression Standards into practice in your classroom
Why is Information Literacy important? • Because the President says so? “National Information Literacy Awareness Month [every October, starting 10/2009] highlights the need for all Americans to be adept in the skills necessary to effectively navigate the Information Age.”Source:http://www.whitehouse.gov/the_press_office/Presidential-Proclamation-National-Information-Literacy-Awareness-Month/
Why is Information Literacy important? • Because the State of New Jersey says so? “An institution shall have in place a plan that articulates how students will obtain information literacy skills as they progress through the curriculum.” TITLE 9A, Chapter 1. Licensure Rules, 9A:1-1.9 LibrarySource:http://library.njit.edu/docs/nj-commission-higher-ed-licensure-rules-effective-20080728.pdf
Why is Information Literacy important? • Because Middle States says so? “Information literacy … instruction should occur in an integrated and coherent approach throughout the curriculum so that students experience increasingly sophisticated concepts as they progress through the institution.”Source:http://www.msche.org/publications/devskill050208135642.pdf
Why is Information Literacy important? • Because the your academic officers say so? New Jersey Community College General Education Learning Goals & Objectives NJCC Learning Goal Category #4 NJCC Learning Objectives d. Technological Competency OR Students will recognize when information Information Literacy is needed and be able to locate, evaluate, and use information.Source:http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf
Why is Information Literacy important? • Because of what it is: Coined in 1974 by Paul Zurkowski (Foster 2007) when he used the term, “information literates” to describe people who use large quantities of information for their job. First used in an academic context in 1989 when the American Library Association (ALA) began advocating its integration into college curriculum. “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”Source:http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
What does this mean in the classroom?• Can my students think beyond Google and Wikipedia?• Can they find books to support their learning?• Can they find scholarly journal or magazine articles?• Can they thoroughly evaluate information?• Can they think critically about information?
What does “Lampitt” mean to you?A. Text-speak for switching on the lights?B. The family from “The Beverly Hillbillies”?C. A 2007 state law concerning the transfer of credits between two and four year colleges?
Each public institution of higher education, in consultation with the New Jersey Commission on Higher Education and the New Jersey Presidents’ Council , shall establish and enter into a collective Statewide transfer agreement that provides for the seamless transfer of academic credits from a completed associate of arts or associate of science degree program to a baccalaureate degree program. Pamela R. Lampitt (D) Assemblyperson from New Jersey 6th Legislative District (Camden)Source:http://www.njleg.state.nj.us/2006/Bills/A4000/3968_R1.PDF
Comprehensive State-Wide Transfer Agreement General Education Foundation Course Category #4 (of 9): Technology NJCC Goal Category #4 (of 9): Technological Competency or Information Literacy Course Criteria: Any course that emphasizes common computer technology skills that helps students to access, process, and present information.Source:http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf
Comprehensive State-Wide Transfer Agreement New Jersey Community College General Education Learning Goals & Objectives NJCC Learning Goal Category #4 NJCC Learning Objectives d. Technological Competency OR Students will recognize when information Information Literacy is needed and be able to locate, evaluate, and use information.Source:http://www.state.nj.us/highereducation/PDFs/XferAgreementOct08.pdf
Building Consensus through CollaborationThe Initial Mandate came from the Executive Committee of the Virtual Academic Library Environment (VALE) VALE Shared Information Literacy Committee (VALE_SIL) The NJ Chapter of the The Central Jersey Academic Association of College & Reference Librarians Group Research Libraries (ACRL ) User (CJARL) Education Committee
Task Force• Task Force formed in December, 2008• 8 librarians: – 4 from two-year colleges; 4 from four-year colleges• Our purpose was to produce: – Standard competencies for students transferring from a two- to a four-year institution – A document that faculty could embrace – A framework for institutions to customize – A blueprint for faculty/librarian collaboration
Task Force Front Row - seated (l to r): Amy Clark, Ruth Hamann, Eleonora DubickiBack Row - standing (l to r): Pamela Price, Jacqui DaCosta, Gary Schmidt, Nancy Weiner (not pictured: Nancy Madacsi)
Building the Standards• Association of College & Research Libraries Information Literacy Competency Standards for Higher Education• SUNY-Oswego Information Literacy Learning Outcomes for Undergraduates• Ideas and Best Practices from Other Institutions
Incorporating ProgressionTwo Levels of Progression:Level #1: Introductory/Novice - Emphasizes “General Skills” - To be met upon completion 30-32 creditsLevel #2: Gateway/Developing - Emphasizes “Discipline-Specific Skills” - To be met upon completion 60-64 credits
Framework Structure OUTLINED OVER TWO LEVELS OF PROGRESSIONFIVE DISTINCT & CONSISTENT “COMPETENCIES”(i.e., STANDARDS)
Room to Grow: The Future of the Standards• K-12• Upper-level Undergraduate• Graduate
EndorsementsTo date, the Progression Standards have been endorsedby the following agencies:11/2009: VALE Executive Committee2/2010: VALE Members Council3/2010: New Jersey Association of School Librarians (NJASL)5/2010: New Jersey Library Association Executive Board8/2010: NJ State College Council of Academic Vice Presidents8/2010: Provosts at the senior public colleges and universities
Standards in Practice (SAMPLE ASSIGNMENTS)• Move away from “traditional” research papers• Adaptable: Can be used within any discipline• Flexible: Integrated into existing courses• Added Value: Mapped directly to Progression Standards
Standards in Practice (SAMPLE ASSIGNMENTS)• Opposing Viewpoints – Ideal for first year students – Develops essential research skills – Provides structure and creativity – Incorporate additional Literacies
Standards in Practice (SAMPLE ASSIGNMENTS)• Citation Examination – Emphasizes both Introductory & Gateway skills – Deconstruct citation to locate resources – Recognize value of bibliographies – Incorporates technology
Standards in Practice (SAMPLE ASSIGNMENTS)• Annotated Bibliography – Standalone element of traditional research papers – Focused on subject specific resources – Evaluation of selected sources – Demonstrate consistent use of a citation style
Our Contact Information Ruth Hamann: email@example.com Gary Schmidt: firstname.lastname@example.org Nancy Weiner: email@example.com More information is available through our WIKI:http://njla.pbworks.com/w/page/12189896/Progression- Standards-for-Information-Literacy
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