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What is not obvious about 'the need'? Galvin

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Presented at LILAC 2007

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What is not obvious about 'the need'? Galvin

  1. 1. WHAT IS NOT OBVIOUSWHAT IS NOT OBVIOUS ABOUT “THE NEED”?ABOUT “THE NEED”? The Importance of “Recognizing the Need” in Promoting Information LiteracyThe Importance of “Recognizing the Need” in Promoting Information Literacy Prof. Jeanne GalvinProf. Jeanne Galvin Queensborough Community CollegeQueensborough Community College Bayside, NYBayside, NY
  2. 2. Self generated information needsSelf generated information needs are different from imposedare different from imposed information needsinformation needs
  3. 3. Academic (imposed) informationAcademic (imposed) information seekingseeking  No connection of need and useNo connection of need and use  Do not use information to build newDo not use information to build new knowledgeknowledge  Chinese menuChinese menu  Information “dumping”Information “dumping”  Lack of critical thinking skillsLack of critical thinking skills
  4. 4. The Flow of Information How information develops over time... An explanation of how and where information appears and is published over time, using two different topics as research examples. •Historical Context: before something happens, the world surrounding it sets the stage. •Something happens: an event, such as an election, disaster, discovery, publication of a work, or the performance of a play. •Or something develops: a movement, an era, an idea, an ideology, or a religious belief that significantly affects many people for a time or continuously, such as the women's suffrage movement, the beginning of Christianity or Buddhism, the development of a democracy, or the Information Age. •Days or weeks afterwards: informal discussion and sharing occurs. •Months or years afterwards: formal discussion and documentation of evidence is created, disseminated, and in many cases added to over time. •Finding sources: methods of finding information sources are described. •From Five Colleges of Ohio Information Literacy Tutorial
  5. 5. What source should I use?What source should I use?
  6. 6. What about information from theWhat about information from the mass media and the internet?mass media and the internet?
  7. 7. Lack of engagement and criticalLack of engagement and critical thinkingthinking
  8. 8. Problem-based learningProblem-based learning  Active learningActive learning  Working in groupsWorking in groups  Real world problemsReal world problems  Must find credible and relevant informationMust find credible and relevant information  Must use information to solve a problemMust use information to solve a problem
  9. 9. Encourage “Assignments ThatEncourage “Assignments That Work” by reminding facultyWork” by reminding faculty  Do make sure students know your name.Do make sure students know your name.  Do distribute a printed syllabus.Do distribute a printed syllabus.  Do not send a whole class to look for the sameDo not send a whole class to look for the same information.information.  Do use Course Reserves when needed.Do use Course Reserves when needed.  Do not ban the use of all Internet sources.Do not ban the use of all Internet sources.  Do recognize that students do not distinguishDo recognize that students do not distinguish between online journals and “google” results.between online journals and “google” results.
  10. 10. Also remind themAlso remind them  Do not assume that students know how to findDo not assume that students know how to find and evaluate information.and evaluate information.  Do not assume that students can read a citation.Do not assume that students can read a citation.  Do create assignments that require students toDo create assignments that require students to think critically.think critically.
  11. 11. Take responsibility for librarians’Take responsibility for librarians’ contributions to the confusioncontributions to the confusion  Library web pages need to be tested forLibrary web pages need to be tested for usabilityusability  Be vigilant about library jargon on a pageBe vigilant about library jargon on a page that is supposed to help studentsthat is supposed to help students  Customize your library page to make it aCustomize your library page to make it a portal to meet the academic needs of yourportal to meet the academic needs of your studentsstudents
  12. 12. Communicate with librarians aboutCommunicate with librarians about your assignmentsyour assignments and consider schedulingand consider scheduling library instruction.library instruction.

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