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Kessinger - Integrated instruction framework for information literacy

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Kessinger - Integrated instruction framework for information literacy

  1. 1. Integrated Instruction Framework forInformation Literacyhttp://www.flickr.com/photos/31246066@N04/5264886933/Pamela Kessinger Portland Community College Oregon USA http://www.flickr.com/photos/31246066@N04/5264886933/
  2. 2. Barbara Fister, "Teaching the rhetorical dimensions ofresearch.” Research Strategies. 31 (4).research activities are nonconsecutive
  3. 3. Research Support Framework
  4. 4. Research Support Framework
  5. 5. Instructor Jim Lekas, about dual enrolled highschool/college students:"I think that the smile and support is more powerful and important than most staff know for students...."
  6. 6. Research Support Framework
  7. 7. ESOL 150Information literacy outcomes 1. Locate the library as physical place and as online service 2. Define an interest area, or designated topic, to gather information sources about it 3. Define search terms for interest areaInformation literacy instructional objectives: 1. Listen during walking tour of library 2. Locate and select book(s) to check out and take home from the ESOL collection 3. Use online catalog to connect "records" to "items"
  8. 8. Pariser, E. 2011. The Filter bubble: what the Internet ishiding from you.
  9. 9. Research Support Framework
  10. 10. Katriina Bystrőm, K. 2005. “Information activities in worktasks.” In: Theories of information behavior.Information channels and sources:• Passively received through documentary sources• People involved, official documents• Domain literature, experts in meetings
  11. 11. Rebecca Cox. The College fear factor: how students andprofessors misunderstand one another.Students "underlying assumptions about knowledge and learning not only structured [their] expectations for the appropriate instructional method (lecture and recitation) and course content (facts to be tested), but also shaped their perspective on what kinds of activities were relevant to learning the course material" (p.98)
  12. 12. Schema He bowled past the wicket and dismissed the batsmanhttp://www.flickr.com/photos/eddzpics/5743907636/
  13. 13. Ruth Schoenbach, et al. 2012. Reading forunderstanding: how Reading Apprenticeship improvesdisciplinary learning in secondary and college classrooms. Schema: • personal library of knowledge • based on reading and experience • add to and revise
  14. 14. Information Seeking topicdevelopment Conflict? reportable? of concern to someone? Should skateboarding be confined to skateparks? Is street skateboarding an art form? http://www.flickr.com/photos/perspective/108988458/
  15. 15. Research Support Framework
  16. 16. Threshold conceptIMRAD structure of scientific journal articles:Introduction,Methods,ResultsandDiscussionplus abstract and references
  17. 17. Biology 1121. Measure factualness and validity of sources2. Demonstrate search strategies familiar to biological scientists3. Locate scientific reports, journal articles, and other professional level artifactsInformation literacy instructional objectives: 1. Interpret general indicators of credibility 2. Differentiate published sources from open web sources for factualness and validity 3. Use specialized search engines, library databases and journal browsing to locate sources that biological scientists would use
  18. 18. Research Support Framework
  19. 19. John Bean and Nalini Iyer, N. 2009. “’I couldn’t find anarticle that answered my question’: teaching theconstruction of meaning in undergraduate literacyresearch.” In: Teaching literary research: challenges in achanging environment.. pp. 22-40.Librarians:• Model a trial and error research process• Use different combinations of keyword or subject searches
  20. 20. Research Support Framework
  21. 21. Using schema, with knowledge, forunderstandingRene Descartes was sitting in a cafe, having an espresso.The waitress asked him if he would like another."I think not", he replied, and *poof* he disappeared.
  22. 22. Research Support Framework
  23. 23. Course Specific Research SupportSections on the form:1. Course outcomes related to information literacy2. Information literacy outcomes mapped to course outcomes3. Library instructional objectives4. Bridging competencies5. Recommended library tools and guides
  24. 24. Scanning the I.L. horizon: were inthis together Landscape is not just there....it watched us arrive --John ODonohue John ODonohue. Four elements: reflections on nature. New York: Harmony Books. 2010. p. 129
  25. 25. pkessing@pcc.eduPamela KessingerLibrary Department Chair,Portland Community CollegeOregon http://www.flickr.com/photos/reneeanddolan/2336839628/36/
  26. 26. Future1. Information literacy sequencing and course alignment review: efficiencies? additions?2. College-wide assessment of information literacy in core outcomes for student achievement3. Statewide K-16 articulation4. Automate information literacy related course outcome search
  27. 27. Course outcomes includeinformation literacy:access research evidence outside researchbias peer review(ed)external research researchinformation literacy research paperinformation through library and research query computer resources research techniquesinternet research scholarly literaturejournal(s) scholarly readinglibrary research scholarly researchlifelong learning strategies for researchingliteracymedia literacy

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