Currents in Information Literacy: Standards, Lessons, and Learners


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Presentation on the trends in formation literacy, standards for planning information literacy programs, learning styles and the application to learning information skills, and assessment tools.

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Currents in Information Literacy: Standards, Lessons, and Learners

  1. 1. Currents in Information Literacy: Standards, Lessons, and Learners Sean Cordes Assistant Professor Western Illinois University
  2. 2. The Big Challenge <ul><li>“ While there is much discussion today about </li></ul><ul><li>information literacy, proper implementation of </li></ul><ul><li>it within university campuses is still a struggle, </li></ul><ul><li>often due to the fact that librarians and </li></ul><ul><li>teaching faculty have different “cultures” that </li></ul><ul><li>create different priorities.” </li></ul><ul><li>Librarians focus more on process and </li></ul><ul><li>Faculty focus more on content </li></ul><ul><li>The two are not mutually exclusive. &quot; Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy. &quot; The Reference Librarian 43, no. 89/90 (2005): 63-80.  Also published in Relationships Between Teaching Faculty and Teaching Librarians: Do You Really Get More Flies with Honey? Binghampton, NY: Haworth Press, 2005, 63-80. </li></ul>
  3. 3. Information Literacy and Library Skills <ul><li>Information Literacy skills and Library skills are similar…but they are not the same! </li></ul>
  4. 4. Standards- AASL/AECT <ul><li>AASL/AECT-American Association of School Libraries, Association of Educational Technologies and Communications </li></ul><ul><li>Information Literacy Standards for student learning </li></ul><ul><li>9 points, 21 indicators </li></ul>
  5. 5. AASL/AECT-Independent Learning <ul><li>The student who is an independent learner is information literate” </li></ul><ul><li>Pursues information related to personal interests. </li></ul><ul><li>Appreciates literature and other creative expressions of information. </li></ul><ul><li>Strives for excellence in information seeking and knowledge generation. </li></ul>
  6. 6. <ul><li>The student who is information literate accesses information efficiently and effectively. </li></ul><ul><li>The student who is information literate evaluates information critically and competently. </li></ul><ul><li>The student who is information literate uses information accurately and creatively. </li></ul>AASL/AECT-Information Literacy
  7. 7. AASL/AECT- Social Responsibility <ul><li>Recognizes the importance of information to a democratic society </li></ul><ul><li>Practices ethical behavior in regard to information and information technology </li></ul><ul><li>Participates effectively in groups to pursue and generate information </li></ul>
  8. 8. Standards - ACRL <ul><li>Association of College and Research Libraries </li></ul><ul><li>Information Literacy Competency Standards for Higher Education </li></ul><ul><li>5 Points, 21 indicators </li></ul>
  9. 9. ACRL Standards <ul><li>The information Literate Student </li></ul><ul><li>Determines the extent of information needed </li></ul><ul><li>Accesses the needed information effectively and efficiently </li></ul><ul><li>Evaluates information and its sources critically </li></ul><ul><li>Individually or as a member of a group, uses information effectively to accomplish a specific purpose. </li></ul><ul><li>Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. </li></ul>
  10. 10. The Big Picture <ul><li>Students need to understand the nature and scope of information problems </li></ul><ul><li>Students should be able to use available means to get the information need to solve the problem. </li></ul><ul><li>Students should be able to tell whether information is of a suitable quality and type to solve the problem. </li></ul><ul><li>Students should be able to work alone or in groups to solve the problems. </li></ul><ul><li>Students can do this ethically and responsibly. </li></ul>
  11. 11. The Scope <ul><li>Students understand the nature and scope of information problems </li></ul><ul><li>The question </li></ul><ul><li>The information needed </li></ul><ul><li>Where to look </li></ul><ul><li>How to look </li></ul>
  12. 12. The Means <ul><li>Students can use available means to get the information need to solve the problem. </li></ul><ul><li>Catalog </li></ul><ul><li>Internet </li></ul><ul><li>Community </li></ul>
  13. 13. Evaluating information <ul><li>Type </li></ul><ul><li>Quality </li></ul><ul><li>Availability </li></ul><ul><li>Suitability </li></ul>
  14. 14. Alone and in Collaboration <ul><li>Information Literacy Skills </li></ul><ul><li>Time Management Skills </li></ul><ul><li>Digital Literacy Skills </li></ul><ul><li>Inter-Personal Skills </li></ul>
  15. 15. Ethical Use <ul><li>Piracy </li></ul><ul><li>Plagiarism </li></ul><ul><li>Cyber Bullying </li></ul>
  16. 16. IL Teaching Strategies <ul><li>Inquiry-based learning- Learning should be based around student's questions. Requires students to work together to solve problems rather than receiving direct instructions </li></ul><ul><li>The teacher's job in an inquiry learning environment is to help students along the process of discovering knowledge themselves. </li></ul>
  17. 17. Inquiry Based Learning Example 1 Books, Web Sites, Music, Images Boolean Venn Diagram Digital Print Fill in the Venn diagram to show which media types are print or digital, and show also which are both And Or Or
  18. 18. Inquiry Based Learning Example 2 Text Grid representation of the relationship between forms of text and literacy elements based design elements for the multimodal text “UEFA Soccer” Modes Design Elements
  19. 19. What We Learn <ul><li>Turn information into useful knowledge. </li></ul><ul><li>Stresses skill development and nurtures the development of good habits of mind. </li></ul><ul><li>Provides useful context, and application for information </li></ul><ul><li>Develops connections between activities within a particular subject. </li></ul>
  20. 20. IL Teaching Strategies <ul><li>Problem-based learning- is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are: </li></ul><ul><li>Learning is driven by challenging, open-ended problems. </li></ul><ul><li>Students work in small collaborative groups. </li></ul><ul><li>Teachers take on the role as &quot;facilitators&quot; of learning. </li></ul>
  21. 21. Problem Based Learning Example Use the tools to transfer content and combine it into a single object Flickr Photo Site Animoto Video Site WordPress Class Blog Site
  22. 22. <ul><li>To create meaningful information objects by combining media types </li></ul><ul><li>To understand the process of trial, error, and consequence relating to technology use </li></ul><ul><li>To understand the relationship of rules, tools, labor, and community relating to information systems </li></ul>What we learn
  23. 23. IL Teaching Strategies <ul><li>Project-based learning - is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Bransford & Stein, 1993). </li></ul><ul><li>Within its framework students collaborate, working together to make sense of what is going on. </li></ul><ul><li>Project-based has emphasis on cooperative learning. Additionally, project-based instruction has emphasis on students' own artifact construction to represent what is being learned. </li></ul><ul><li>Example-Google Site </li></ul>
  24. 24. Project Based Learning Example Web Site Develop a research question and develop a supporting web site using multiple content types and tools.
  25. 25. What we learn <ul><li>To see information parts as a whole </li></ul><ul><li>To analyze media for messages </li></ul><ul><li>To relate the experience of others to ourselves </li></ul><ul><li>To understand how information transforms us, and how we transform information </li></ul>
  26. 26. 21 Century Literacy Standards & Assessments Curriculum & Instruction Professional Development Learning Environments Life & Career Skills Learning & Innovation Skills Core Subjects & 21C Themes Information, Media, & Technology Skills
  27. 27. Some (other) Modern Literacies <ul><li>Visual literacy is the ability to analyze, create, and use, images and video using technology and media to enable critical thinking </li></ul><ul><li>Multicultural literacy is the ability to acknowledge, compare, contrast, and appreciate commonalities and differences in culture </li></ul><ul><li>Media literacy is the process of accessing, analyzing, evaluating and creating messages in a wide variety of media modes </li></ul>
  28. 28. Media Literacy-The Normal
  29. 29. Media Literacy-To the Novel
  30. 30. Visual Literacy-The Frightening
  31. 31. Visual Literacy-To the Familiar
  32. 32. Cultural Literacy-The Whole is Greater than the Sum Establishing personal relationships paves the way for more cooperative negotiation dynamics. Parties develop a sense that the other group's beliefs and values are similar to their own, and more likely to frame issues as mutual problems, refrain from personal attacks and build on the other side's ideas.
  33. 33. Outcome Based Assessment <ul><li>Skills Based </li></ul><ul><li>Real Life Context </li></ul><ul><li>Access and Use </li></ul><ul><li>Cognitive Skills </li></ul><ul><li>Digital Skills </li></ul><ul><li>Management </li></ul><ul><li>Communication </li></ul>
  34. 34. Standardized Assessment Tests <ul><li>Project Sails </li></ul><ul><li>Project SAILS ® began in 2001 with the goal of developing a standardized test of information literacy skills that would allow libraries to document skill levels for groups of students and to pinpoint areas for improvement. </li></ul>
  35. 35. Standardized Assessment Tests <ul><li>ETS iSkills </li></ul><ul><li>The iSkills assessment helps you ensure your students are ready for success in academia and the workforce. Measures your students’ ability to navigate, critically evaluate and make sense of the wealth of information available through digital technology — so you can make the necessary changes to narrow skill gaps. It also assesses critical thinking in the digital environment </li></ul>
  36. 36. Standardized Assessment Tests <ul><li>Trails </li></ul><ul><li>There are two general assessments (30 items each), as well as two 10-item assessments in each of the five categories (Develop Topic; Identify Potential Sources; Develop, Use, and Revise Search Strategies; Evaluate Sources and Information; Recognize How to Use Information Responsibly, Ethically, and Legally). The assessment pairs are parallel in terms of concepts addressed and may be used as pre- and post-tests.&quot; -- Free for use by library media specialists and teachers </li></ul>
  37. 37. Standardized Assessment Tests <ul><li>Additional Resources </li></ul><ul><li>A comprehensive list of assessment testing for information literacy including test sites, descriptions and rubrics for classroom evaluation by instructors can be found here. </li></ul><ul><li>Assessments of Information Literacy Available Online </li></ul>
  38. 38. Challenges Ahead <ul><li>1. Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation. 2. Developing 21st-century literacy among students and faculty (information, digital, and visual). 3. Reaching and engaging today’s learner. 4. Encouraging faculty adoption and innovation in teaching and learning with IT. 5. Advancing innovation in teaching and learning (with technology) in an era of budget cuts. </li></ul>
  39. 39. <ul><li>Thank </li></ul><ul><li>You! </li></ul><ul><li>[email_address] </li></ul>