The sxu library and information literacy
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  • 1. The SXU Library and Information Literacy Professional Development Day 2008
  • 2. Purpose of the Session
    • Provide faculty with an overview of the information-literacy skills of SXU students
    • Review common information-literacy problems
    • Suggest improvements to assignments to raise information-literacy skills
  • 3. What is Information Literacy?
    • The ability to find, evaluate, and use information
    • It is NOT computer literacy
    • It is NOT media dependent
  • 4. If SXU students were information literate they could…
    • Understand the scholarly, peer-reviewed process
    • Find and use resources appropriate for their classroom assignments
    • Conduct all their academic research without using Google or Wikipedia
  • 5. What is the current state of information literacy?
  • 6. ICT
    • ETS offered Information and Communication Technology exam beginning in 2005
    • Library funded the exam the first two years
    • Now called ISkills, and supported by SXU
  • 7. Seven ICT Proficiencies
    • Define: The ability to use ICT tools to identify and appropriately represent an information need.
    • Access: The ability to collect and/or retrieve information.
    • Manage: The ability to apply an existing organizational or classification scheme.
    • Integrate: The ability to interpret and represent information.
    • Evaluate: The ability to determine the degree to which information satisfies the needs of the task in ICT environments.
    • Create: The ability to generate information by adapting, applying, designing or inventing information in ICT environments.
    • Communicate: The ability to communicate information properly in its context of use for ICT environments.
  • 8. What the ICT does
    • Compares results from SXU students with those of peer nationwide
    • Is not a computer-skills test
  • 9. ICT Results
    • SXU students performed well below the national average in three categories; just met average in the other categories
  • 10. Observations from the Library
    • Limited awareness of the scholarly, peer-review process
    • Perceived research skills exceed actual capabilities
    • Students, at all levels, have difficulties finding
      • books through the catalog
      • journals, whether in print or online
      • the appropriate database to use
  • 11. Common Instructional Problems
  • 12.
    • We learned in an age of limited information
    • Students have access to levels of information beyond anything we could dream of in graduate school
    • SXU Library now has information resources impossible to obtain just a few years ago
  • 13. Common Problems…
    • Library assignments often don’t have a clear learning objective
        • Students don’t know why the assignment is made
    • Assignments don’t match the research skills of the students
        • Assignments are often too esoteric or too complex, especially for freshmen and sophomores
  • 14. Suggestions for Improving Information Literacy
  • 15.
    • Make sure your students understand why the scholarly, peer-review research process is important
      • (Library has a webpage on it)
    • Make clear the learning objective
  • 16. Updated Library Assignments
    • Make sure your Library assignments are up-to-date
    • Almost all information resources and interfaces have changed in just two years
  • 17. Tell Students Where to Look for Their Information
    • Specify what resource they should use
      • Which Library database
      • Use the catalog to locate books
      • Use Recent Additions links
  • 18. Specify What You Want
    • Publication type (book, journal, newspaper, trade publication, facebook, ERIC digest, action research report, video, etc.)
    • Type of document (article, case study, editorial, product review, etc.)
    • Age or publication date of the document
  • 19. Have Students Locate Journals
    • Use the A-Z List of Journals (Serials Solutions) to find:
      • Whether the Library has a journal in electronic or print form, and dates of coverage
      • To find the journals in a subject area
  • 20. Suggestions for Freshmen and Sophomores
    • Focus on Academic Search Premier or Opposing Viewpoints databases
    • Use full-text only: Library has access to over 25,000 full-text journals
    • No inter-library loans needed
    • No scavenger hunts
  • 21. Opposing Viewpoints
    • Excellent tool for freshmen and sophomores researching popular topics
    • Includes scholarly and popular press articles, statistics, multimedia, pro and con articles
  • 22. Example of a More Advanced Project…
    • In Communication & Mass Media Complete find:
    • the effect of group decision making on employee productivity
    • Two full-text articles each from academic journals, trade publications, and conference proceedings
    • No older than February 2000
    • Can be in either HTML or PDF
    • Bibliography must be MLA
    • Provide persistent link to each item
  • 23. A Nursing Example…
    • Use CINAHL to find:
    • Diabetes management plan for children 6-12 years old
    • Double blind peer reviewed case study
    • Published since January 2006
    • HTML or PDF full text
    • Provide persistent link or Document Object Identifier (DOI)
  • 24. An Education Example…
    • Use ERIC and Professional Development Collection to find:
    • A poll for school administrators and teachers to use to assess student experiences with cyberbullying
    • Examples of school responses to incidents
    • Peer Mediation model to resolve conflicts
  • 25. A Business Example…
    • Use the Mergent Online database to find:
    • four suppliers on four continents with a primary NAICS code of 336330
    • 4 th quarter retained earnings from 2003-2006
    • Standardize results in euros
    • Scale in thousands of euros
    • Export list to an excel spreadsheet
  • 26. Library is Here to Help
  • 27.
    • Online, interactive tutorials for many of our resources are under development
    • Librarians can review Library assignments with the faculty
    • Lab instruction by librarians helpful when the assignment is beginning