CARL 2014 conference information literacy presentation.

1. database demolition
exploding the scope of information
literacy and leading through pedagogy
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
john m. jackson
wardman library, whittier college
@johnxlibris
#databasedemolition

2. agenda
‣ snapshot of information literacy practices
‣ our model of academic leadership through
pedagogy
- database demolition
- techniques and tools
- programmatic vision
‣ workshopping your database-free lesson plan

3. bibliographic
instruction

4. information
literacy

5. acrl standards
“the information
literate student...”

6. “the information
literate student...”
1. determines the nature and extent of the information needed.
2. accesses needed information effectively and efficiently.
3. evaluates information and its sources critically and incorporates selected information into his
or her knowledge base and value system.
4. individually, or as a member of a group, uses information effectively to accomplish a specific
purpose.
5. understands many of the ethical, legal, and socio-economic issues surrounding information
and information technology.

7. the one-shot

8. faculty demands

9. (lack of) training
coordination
collaboration

10. constraints

11. constraints

12. “evaluation is the hardest part for me,
because it’s the part that involves the most
critical thinking.”
“it would have to be choosing a
topic that’s the hardest.”
“it’s very hard to find a valid argument to
make and use for a subject that’s very new
to you.”
- Head and Eisenberg, 2010

13. new age of discovery

14. draft framework
‣ new definition of information literacy
‣ emphasizes threshold concepts
- scholarship is a conversation
- research as inquiry
- format as process

15. threshold concepts

16. rebuilding

17. pedagogical leadership
‣ what does it mean to be a pedagogical
leader on campus?

18. pedagogical leadership
demolition technique vision
‣ innovative instruction
‣ technology that
serves learning
outcomes
critical content
learning
process
impact
‣ deemphasize
database instruction
‣ cover breadth of
Standards
‣ curriculum map
‣ program plan
‣ assessment

19. pedagogical leadership
demolition technique vision
critical content
learning
process
impact

20. technique
leadership
vision
demolition

21. demolition
‣ higher-order thinking
‣ full breadth of acrl standards
‣ address student needs
‣ threshold concepts

22. technique
‣ student response
‣ flipped classroom
‣ peer teaching

23. vision
‣ curriculum map
‣ information literacy vision statement
‣ university learning outcomes
‣ assessment strategies

24. model homes

25. timekeeping
tinyurl.com/databasedemolition

26. occupy apa
technique vision
‣ engaging themes
‣ live polling
‣ problem-based
learning
critical content
learning
process
impact
‣ information “code
switching”
‣ thinking like APA
‣ information
evaluation
‣ save the time of the
student
‣ equip students with
practical strategies to
support academic
success
demolition

27. train the trainers
technique vision
‣ students roleplay as
peer mentors
‣ students reflect on
information seeking
process
critical content
learning
process
impact
‣ show scholarship as
conversation/inquiry
‣ lift the veil on
publishing
‣ train the trainers (go forth
and multiply)
‣ students see research
as complex process
demolition

28. roleplaying researchers
technique vision
‣ groups roleplay as
researchers seeking
to publish
‣ investigate a specific
journal’s publishing
practices
critical content
learning
process
impact
‣ information lifecycle
‣ understanding how
scholarly writing is
published
‣ students understand
bigger picture of
information
marketplace
‣ preps students for
post-graduation information
use
demolition

29. dissecting the literature review
technique vision
‣ active learning
‣ reflection
‣ think-pair-share
critical content
learning
process
impact
‣ research as
conversation
‣ search process
‣ analyzing scholarly
writing form
‣ student is more prepared
to place themselves and
their work in the context of
knowledge creation
‣ understanding of one’s
own learning process
demolition

30. evaluating resources redux
technique vision
‣ self-discovery through
reflection and
discussion
‣ group evaluation, by
rubric
critical content
learning
process
impact
‣ develop personal
evaluation rubric
‣ utilize/integrate
established rubrics
‣ tacit knowledge becomes
explicit
‣ question everything
(nothing is sacred)
demolition

31. from topic to thesis
technique vision
‣ example topic
developed
step-by-step
‣ recurring
think-pair-share
critical content
learning
process
impact
‣ topic selection as the
beginning of research
process
‣ information seeking
with focused topic
and strong keywords
‣ strong thesis
statement eases
writing
‣ student thesis statements
submitted
to librarian & faculty
demolition

32. questions

33. wrecking ball

34. plan your lesson
technique vision
‣ innovative instruction
‣ technology that
serves learning
outcomes
critical content
learning
process
impact
‣ deemphasize
database instruction
‣ cover breadth of
Standards
‣ curriculum map
‣ program plan
‣ strong internal vision
demolition

35. database demolition
photo credits
the following flickr users
Brandon Doran | Mark Longair
JD Hancock | INTVGene
Loco Steve | Roger Wollstadt
Leslie Lewis
additional images courtesy
wikimedia commons
tinyurl.com/databasedemolition
#databasedemolition
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
john m. jackson
wardman library, whittier college
@johnxlibris

36. database demolition
photo credits
the following flickr users
Brandon Doran | Mark Longair
JD Hancock | INTVGene
Loco Steve | Roger Wollstadt
Leslie Lewis
additional images courtesy
wikimedia commons
tinyurl.com/databasedemolition
#databasedemolition
nicole branch
holy names university
@benicolebe
daniel ransom
holy names university
@thepinakes
john m. jackson
wardman library, whittier college
@johnxlibris