Presented at LILAC 2017

1. in an era of Post Truth
Information Literacy
AUTHENTIC
@acarbery

2. CONTEXT

3. Embedded instruction reaching every student
SEVEN TIMES
throughout their undergraduate studies

4. EVERY STUDENT,

5. EVERY STUDENT,
SEVEN TIMES

6. EVERY STUDENT,
SEVEN TIMES
(in some cases, 9)

7. Program of instruction that relies on
15 UNIQUE, SEPARATE
information literacy lessons

8. EVER
Luckiest librarian

9. We’re teaching
BUT ARE STUDENTS LEARNING?

10. AUTHENTIC
Assessment

11. to understand students’ information literacy
Leveraging
ACTUAL STUDENT COURSEWORK

12. When asked to do so, students generally choose
academic, peer-reviewed sources
for their research papers

13. Students generally
CITE & ATTRIBUTE
their sources when the assignment is designed
to encourage them to do so

14. In other words…

15. In other words…
When a student is specifically
asked to do something,

16. In other words…
When a student is specifically
asked to do something,
when there are real grades at stake,

17. In other words…
When a student is specifically
asked to do something,
when there are real grades at stake,
they are more likely to perform
positively in information literacy

18. But what about when they’re not specifically
asked?

19. How much of our teaching actually sticks?

20. What about the
long-term
applicability
of our
instructional
efforts?

21. NEWS EVER!
MOST
DEPRESSING

22. RUDIMENTARY CONCEPTS
Early in their development, students can display
of information literacy

23. “This author is credible,
because they have a PhD”

24. But what does that mean for the
real-world context?

25. “This article is from the
New York Times,
therefore it's credible.”

26. Or well known?
CREDIBLE?

27. How "simplistic" is our approach to
teaching information literacy?

28. SCHOLARLY
vsPOPULAR

29. SCHOLARLY
vsPOPULAR
(resist the binary)

30. How much of our
teaching is library centric?

31. Do we care that our users know
what the definition of a periodical
is? How to search the OPAC?

32. How much of our teaching is
academic-centric?

33. Is our information literacy instruction
GENUINE, MEANINGFUL
and AUTHENTIC?

34. We ride the coattails of “lifelong
learning”, but can we genuinely
claim success in this?

35. showing students how to search
EBSCO & Proquest products.
HOURS OF TEACHING EFFORT
We're spending

36. How is this setting them up for
workplace success? Success in
the real world? Prepared for
civic duty?

37. When they're unlikely to have access
to EBSCO & Proquest after they
graduate?!?

38. What does it look like for us to be info-
centric instead of library-centric?

39. critical information literacy
REAL WORLD

40. Using our profession to impact
our community

41. Highlighting issues of
RACISM & PREDJUDICE
in information landscapes

42. What does the
western perspective
look like?

44. “EVILS OF CHINESE IMMIGRATION”

45. human
trafficking
IL for understanding
from a local perspective

46. facilitating access to
survivor stories
not often heard

47. as perpetuated in information
GENDER INEQUALITY

51. Ideas of power
in gender, as expressed
through information

54. information literacy for
SOCIAL JUSTICE

60. our students care
about these issues

61. Jan 23rd 2017

62. This is a real-world
information literacy
problem

64. Speaking truth to power

67. in the unlikeliest places…

70. your move,
mainstream media

71. your move,
scholars

73. Information Literacy as it impacts our
EVERYDAY LIVES

76. 2017: The year the filter bubble chicken
came home to roost

81. Fake News: ANNOYING

83. Fake News: OXYMORON

84. Fake News?

85. Fake News:
EVOLVING CONCEPT

86. evolving concept
DANGEROUSLY

87. When did we start talking
about fake news?

89. Actually, just in the last 6 months

90. IFLA’s Guide to
Spotting
FAKE NEWS

91. false information
Fake news is
NO LONGER ABOUT

96. Fake news can no longer
be fixed by a
CRAP test or a LibGuide

97. Fake news as a moniker for
“I don’t agree with you”

98. and I REJECT your premise,
outright.

99. As consumers, we've positioned
ourselves to discount the credibility
of information just because we
disagree with it.

100. TO CONSUME IDEAS
& INFORMATION
We've lost the ability
that we don't agree with.

101. filter bubble!
We’ve created an
analog version of our

102. is an information literacy problem
THIS

103. A REAL-WORLD
information literacy problem

104. Despite overwhelming
evidence, what makes us vote
against our best interests?

106. Information as distraction

107. The consumption of
information is evolving
in complex & new ways

108. How do we to
teach strategies
to address this?

109. CURIOSITY & INQUIRY

110. question-centric
teaching

111. Imagine a scenario where we're
teaching information literacy, not to
know how to use the library, or search
a database, or find information...

112. but instead, we’re
teaching students to be
questioning,
open & curious;

113. that we're teaching information literacy so our
students are asking & answering questions about
the world.

114. Imagine information literacy
as a tool or a mechanism
for curiosity and inquiry

115. to become engaged,
informed global citizens

116. Information literacy at
the heart of learning

117. Information literacy at
the heart of citizenship

118. We can construct
this world

119. Do not let
STRUCTURE & TRADITION
be the thing that guides your values as an educator

120. Alan Carbery
@acarbery
acarbery@champlain.edu