NCompass Live: Easing Information Anxiety: Teaching Information Literacy Strategies and Skills for College Readiness
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NCompass Live: Easing Information Anxiety: Teaching Information Literacy Strategies and Skills for College Readiness

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In this session, we will discuss information literacy concepts that school librarians should cover with secondary students in preparation for college. These include "Revving up Students for Research" ...

In this session, we will discuss information literacy concepts that school librarians should cover with secondary students in preparation for college. These include "Revving up Students for Research" and explaining the "Method to the Madness". These directly relate to the Information Literacy Competency Standards for Higher Education (ACRL). Participants will leave this webinar with strategies and activities that can be implemented for use in their libraries the next day. Speakers: Bridget Kratt and Wendy Grojean-Loewenstein, UNO Library Science Education Program.
NCompass Live - April 17, 2013.
http://nlc.nebraska.gov/ncompasslive/

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    NCompass Live: Easing Information Anxiety: Teaching Information Literacy Strategies and Skills for College Readiness NCompass Live: Easing Information Anxiety: Teaching Information Literacy Strategies and Skills for College Readiness Presentation Transcript

    • Easing Information AnxietyTeaching Information Literacy Strategies and Skills for College Preparedness By: Wendy Grojean Loewenstein and Bridget Kratt
    • Inspiration • Previous teaching experiences in K-12 environments • Current work in the College of Education • E-course through ALA with Joanna Burkhart Burkhart, J. & MacDonald, M. (2010) Teaching information literacy: 50 standards-based exercises for college students. Chicago: American Library Association
    • Presentation Overview Referring to the Association of College and Research Libraries Information literacy Competency Standards for Higher Education
    • ACRL Information Literacy Standards 1. The information literate student determines the nature and extent of the information needed. 2. The information literate student accesses needed information effectively and efficiently. 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 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.
    • Look familiar? Inquiry models: • Big6 • Stripling Model of Inquiry • McKenzie Research Cycle
    • Collaboration is key Collaboration with content area teachers and awareness of curriculum is the first step to alleviating information anxiety.
    • Information anxiety “Information anxiety is a feeling of being overwhelmed that comes when confronting a large information task” (p.11). McCane, S. (2012). [image]. Retrieved from http://www.empowernetwork.com/joeymc/blog/what-is-information-overload-how-to-avoid-it/
    • Breaking up the “big job” into smaller tasks 1. Collaborate with a classroom teacher to create a research task that has clear and specific objectives 2. List or circle in the text of the assignment any and all words or terms that a student would need to understand in order to accomplish this project. 3. List any and all things/tasks a student would need to know how to do in order to complete this assignment.
    • Example Research Task Write a Research Paper In ten word-processed pages due in two weeks, explain the causes and effects of homelessness in urban areas of New England. Your paper must have a research question, thesis statement, introduction, body, and conclusion. Sources for your paper must be cited using MLA citation style and must include the following: five major books on the topic, five articles from appropriate scholarly journals, five high-quality websites, statistics, and five expert opinions on the topic.
    • Breaking Down the Topic www.instagrok.com
    • Topic Triangle Environmental Awareness Pollution Acid Rain Acid Rain in the United States What is the connection between Acid Rain and Air Quality in the Midwest?
    • Types of Questions • Cause and effect What effect does Acid Rain have on agriculture in the United States? • Comparison How does acid rain effect the environment in the Eastern United States compared to the Western United States? • Measuring To what extent has acid rain impacted agriculture production in the last 50 years? • Process How can acid rain be monitored in order to educate about the dangers?
    • ACRL Standard One: Indicator One The information literate student defines and articulates the need for information • exploring information • defining and modifying information
    • What’s next? ACRL Standard Two: Indicator Two The information literate student identifies a variety of types of formats of potential sources of information • what information do they need? • where will they find that information?
    • Library Resources http://search.epnet.com http://englishinthemediacecluz.wordpress.com/201 http://www.daltonman.com/books/re 2/03/08/i-am-number-4-lesson-4-english-in-the- ml magazines/http://www.worldbookonline.com/wb/Login?ed=wb http://nebraskaccess.ne.gov/index.asp
    • Activity-Efficiency Gale-Science Databases Resources in Context Environmental Digital Websites Protection agency Online Grolier online Encyclopedia Acid Rain in the U.S. Environmental Science Textbook Print Non-fiction books 300’s section National Magazines Geographic Nebraskaland
    • Standard Two Standard Two: Indicator Two The information literate student constructs and implements effectively-designed search strategies
    • Selecting Best Resources-Activity Criteria Resource 1 Resource 2 Resource 3 Purpose Audience Authority Credibility Currency Accuracy Type of publication Primary or secondary Quality of information- Does this source provide you with high-quality information? Is it useful?
    • Determine Keywords http://www.wordle.net
    • Search Term Guide Concept 1 Concept 2 Concept 3 Acid Rain Air Quality Midwest or or or AND AND Wet Deposition Smog Nebraska or or or Sulfur Dixoide Ozone Great Plains
    • Search Term Guide Concept 1 Concept 2 Concept 3 Acid Rain Air Quality Midwest or or or AND AND Wet Deposition Smog Nebraska or or or Sulfur Dioxide Ozone Great Plains Standard Two: Indicator Four The information literate student refines the search strategy if necessary
    • Boolean Searching
    • All Revved Up! • Identified a topic • Narrowed down topic • Developed a research question • Determined possible sources • Developed search terms
    • Searching Exercise Part 1: Web Search Tool How Did You Enter What Was the How Are Your What Types of Which Types of or Database Your Search? Number of Hits? Results Organized? Materials Did You Domains Were (Be exact) (by date, Find? (web pages, Included? relevance, etc.) periodical articles, studies) Google Library Periodical Database Part 2: URL Address or PATH Description of Information Found and Who Wrote It
    • ACRL Standard Two Standard Two Indicator Five: The information literate student extracts, records, and manages the information and its sources
    • ACRL Standard Three Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
    • Note Taking Strategies ABC - LOU A: Abbreviate B: Bullet Points C: Cell Phone (or Cave Man) Language L: Lists O: One Word for Many U: Use Your Own Words
    • Note Taking Strategies http://popplet.com http://bubbl.us
    • Note Taking Strategies Acid Rain Air Quality Midwest Causes Regulations ResearchersStandard Three: Indicator OneThe information literate student summarizes the main ideas to beextracted from the information gatheredStandard Three: Indicator ThreeThe information literate student synthesizes main ideas to construct newconcepts
    • ACRL Standard FourStandard Four:The information literate student , individuallyor as a member of a group, uses informationeffectively to accomplish a specific purpose
    • How Will They Show What They Know? http://edu.glogster.com http://animoto.com http://prezi.com http://voicethread.com http://slideshare.net
    • ACRL Standard FiveStandard Five:The information literate student understandsmany of the economic, legal, and social issuessurrounding the use of information and access anduses information ethically and legally
    • Ethical Use Collecting Organizing Synthesizing Brainstorming Thinking Creating But are they doing it ethically?Standard Five: Indicator TwoThe information literate student follows laws, regulations,institutional practices, and etiquette related to the access and useof information.
    • Citing SourcesStandard Five: Indicator ThreeThe information literate student acknowledges the use ofinformation sources in communicating and product or performance
    • Evaluate the Product and Process Learn – Apply - ReflectAASL Standards for the 21st Century Learner:3.4.1: Assess the processes by which learning was achieved in orderto revise strategies and learn more effectively in the future.3.4.2: Assess the quality and effectiveness of the learning product.Partnership for 21st Century LearningLife Skills: Flexibility and AdaptabilityInitiative and Self Direction
    • Research is Messy! Research Research Research Research Research Research Research Research Research
    • ACRL Definition of Information Literacy“Information literacy forms the basis of lifelonglearning. It is common to all disciplines, to alllearning environments, and to all levels ofeducation. It enables learners to master contentand extend their investigations, become more self-directed, and assume greater control over theirown learning.”Association of College and Research Libraries. (2009). Information literacy competency standards for higher education. Retrieved fromhttp://www.ala.org/acrl/standards/informationliteracycompetency
    • Thank You for Joining Us! Easing Information Anxiety EasingTeaching Information Literacy Strategies and Skills Information Anxiety for College Preparedness Thank You… Now Rev Up for Research!
    • Questions Easing Information Anxiety EasingTeaching Information Literacy Strategies and Skills Information Anxiety for College Preparedness Questions? Wendy Loewenstein: wendyloewenstein@gmail.com Bridget Kratt: bkratt@unomaha.edu