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CAPPS 2011 Integrating Information Literacy in the Curriculum


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Information literacy may be referred to as critical thinking skills, research skills, 21st century skills, or lifelong learning. No matter what term is applied, information literacy is fundamental to making sense of the global explosion of information available today. This workshop concentrates on information literacy in the classroom and explores tools that integrate the library with the teaching and learning process. During this workshop, we will identify and review online resources that focus on fusing library and information skills with instructional technology and that aid individuals in obtaining digital literacy.

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CAPPS 2011 Integrating Information Literacy in the Curriculum

  1. 1. INTEGRATING INFORMATION LITERACY THROUGHOUT THE CURRICULUM Julie Cavender Manager, Library Development & Services Jones e-global library
  2. 2. What we will cover today <ul><li>What is information literacy </li></ul><ul><li>Why is it important </li></ul><ul><li>Who needs it </li></ul><ul><li>Where to start </li></ul><ul><li>How to integrate with the curriculum </li></ul>
  3. 3. WHAT IS IT? <ul><li>Information Literacy </li></ul>
  4. 4. Courtesy of heathbrandon@flickr
  5. 7. <ul><li>Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” </li></ul>
  6. 9. WHY IS IT IMPORTANT? <ul><li>Information Literacy </li></ul>
  7. 10. <ul><li>Assessment </li></ul><ul><li>Accreditation </li></ul><ul><li>Student retention </li></ul><ul><li>Lifelong learning </li></ul>
  8. 11. Assessment <ul><li>36% </li></ul><ul><li>Of students experience no significant improvement in learning over four years of higher education (as measured by the Collegiate Learning Assessment) . </li></ul>
  9. 12. Accreditation <ul><li>&quot;[Baccalaureate programs] also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument.&quot; </li></ul>WASC Standard 2.2a of “Teaching and Learning”
  10. 13. Retention <ul><li>Improve student success and retention rates </li></ul>
  11. 15. WHO NEEDS IT? <ul><li>Information Literacy </li></ul>
  12. 17. WHERE DO I START? <ul><li>Information Literacy </li></ul>
  13. 18. Collaborate
  14. 19. ACRL <ul><li>Information Literacy Competency Standards for Higher Education </li></ul><ul><ul><li>determines the nature and extent of needed information; </li></ul></ul><ul><ul><li>accesses needed information effectively and efficiently; </li></ul></ul><ul><ul><li>evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system; </li></ul></ul><ul><ul><li>uses information effectively to accomplish a specific purpose; </li></ul></ul><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></ul>
  15. 20. Assessment Tools <ul><li>Self-report </li></ul><ul><li>Tests </li></ul><ul><ul><li>SAILS </li></ul></ul><ul><li>Classroom Assessment Techniques </li></ul><ul><li>Performance Assessments </li></ul>
  16. 21. Create a Workable Plan <ul><li>Institution commitment </li></ul><ul><li>Standards </li></ul><ul><li>Strategic plan </li></ul><ul><li>Collaborate </li></ul>Information Literacy Plan
  17. 23. HOW TO INTEGRATE WITH CURRICULUM <ul><li>Information Literacy </li></ul>
  18. 24. First Steps Tips <ul><li>Clear focus on information literacy standard for every activity </li></ul><ul><li>Work on standards one by one </li></ul><ul><li>Promote IL activity </li></ul><ul><li>Work in teams </li></ul><ul><li>Be clear about IL objectives </li></ul>
  19. 25. Program Integration <ul><li>Map information literacy skills </li></ul>
  20. 26. Learning Outcomes <ul><li>ACRL </li></ul><ul><li>Sample criteria </li></ul><ul><ul><li>Level of reading </li></ul></ul><ul><ul><li>Use of information to support point of view </li></ul></ul><ul><ul><li>Citing and referencing </li></ul></ul><ul><ul><li>Critical evaluation </li></ul></ul>
  21. 27. Problem-Based Learning <ul><li>Annotated bibliographies </li></ul><ul><li>Documenting search and retrieval process </li></ul><ul><li>Find and critically evaluate opposing positions on a topic </li></ul><ul><li>Contact a librarian </li></ul>
  22. 28. Online Environment <ul><li>Quizzes </li></ul><ul><li>Discussion boards and chat </li></ul><ul><li>Collaborative work </li></ul><ul><li>Guides to resources </li></ul><ul><li>Tutorials </li></ul>
  23. 29. USEFUL TOOLS <ul><li>Information Literacy </li></ul>
  24. 30. Tutorials & Quizzes <ul><li>Google docs: </li></ul><ul><li>Udutu: </li></ul><ul><li>Glomaker: </li></ul>
  25. 31. Screencasts <ul><li>CamStudio: </li></ul><ul><li>Jing: </li></ul><ul><li>Wink: </li></ul><ul><li>Screenr: </li></ul><ul><li>Captivate </li></ul><ul><li>Camtasia </li></ul>
  26. 32. Podcasts <ul><li>Benefits of podcasts </li></ul><ul><li>Creating podcasts: </li></ul><ul><ul><li>Short, simple and entertaining </li></ul></ul><ul><ul><li>Need digital recorder and microphone connected to PC </li></ul></ul><ul><ul><ul><li>Audacity: </li></ul></ul></ul>
  27. 33. Videos/Movies <ul><li>YouTube </li></ul><ul><li>Talk to your librarian </li></ul><ul><li>Enlist experts to create videos </li></ul><ul><li>Create your own! </li></ul>
  28. 34. Games
  29. 36. Social Bookmarking <ul><li>Delicious: </li></ul><ul><li>Diigo: </li></ul><ul><li>Comprehensive list found here: </li></ul>
  30. 37. Image Websites <ul><li>Flickr: </li></ul><ul><li>Wikimedia Commons: </li></ul><ul><li>Stock.xchng: </li></ul><ul><li>Image*after: </li></ul>
  31. 38. General Websites <ul><li>Lifelong Information Literacy: </li></ul><ul><li>Teach Information Literacy & Critical Thinking: </li></ul><ul><li>Information Literacy Visual Bibliography: </li></ul>
  32. 39. IDEAS FOR ASSIGNMENTS <ul><li>Information Literacy </li></ul>
  33. 40. 10 Crucial Information Literacy Proficiencies <ul><li>Research Process </li></ul><ul><li>Conduct a research process </li></ul><ul><li>Searchable concepts/keywords/synonyms </li></ul><ul><li>Choice of resources and databases </li></ul><ul><li>Evaluate information </li></ul><ul><li>Citations: documenting sources </li></ul><ul><li>Plagiarism </li></ul><ul><li>Scholarly Communication </li></ul><ul><li>Communication within a discipline </li></ul><ul><li>Types of publications: format/focus/currency </li></ul><ul><li>Popular vs. scholarly </li></ul><ul><li>Primary vs. secondary </li></ul>
  34. 41. Research Strategy <ul><li>Log topic changes and evolution of research </li></ul><ul><li>State the question/research problem; consider kinds of information sources needed to answer </li></ul>
  35. 42. Searchable Concepts <ul><li>Describe topics in a few sentences; “diagram” research statement </li></ul><ul><li>Demonstrate Boolean operators </li></ul><ul><li>Ask students to keep a research log </li></ul>
  36. 43. Choose resources/databases <ul><li>State resources used to find information </li></ul><ul><li>Consult two reference sources ; note other uses for the tool </li></ul><ul><li>Conduct a search for the same topic in two different databases and compare/contrast the results </li></ul>
  37. 44. Evaluate Information <ul><li>Small groups examine texts/websites and evaluate them </li></ul><ul><li>Evaluate Web Resources </li></ul><ul><li>Use examples of various criteria and an opportunity to “Test your own critical thinking.” </li></ul>
  38. 45. Citations: Documenting Sources <ul><li>Provide copies of a variety of sources; identify parts needed to create a citation </li></ul><ul><li>Turn in citations in the proper format with early drafts of papers; require a bibliography early on with citations in the proper format </li></ul>
  39. 46. Plagiarism <ul><li>Give students excerpts from books/articles; practice paraphrasing, quoting, and properly citing the material. </li></ul><ul><li>Provide both acceptable and unacceptable paraphrases. How do they differ? </li></ul>
  40. 47. Communication in Discipline <ul><ul><li>Write brief outline of ordering, production and dissemination of research might shape the development of new knowledge. </li></ul></ul>
  41. 48. Types of Publications <ul><li>Compare and contrast treatment of a specific topic/question/issue in a book and in an article. </li></ul><ul><li>Contemporary account of historic event </li></ul><ul><li>Identify a topic for which the majority of published information would be in article form </li></ul><ul><li>Apply the flow of information discussion above to a given event/trend/theory </li></ul>
  42. 49. Popular vs. Scholarly <ul><li>Identify and compare a scholarly and popular article </li></ul><ul><li>Give students several scholarly articles and ask them to identify the common features among the articles. </li></ul><ul><li>Provide students with a variety of resources and have them make arguments about whether, and why, they would classify each as being scholarly. </li></ul>
  43. 50. Primary vs. Secondary <ul><li>Provide research questions/theses; make a list of the kinds of primary resource materials scholars might seek </li></ul><ul><li>Evaluate a primary source </li></ul><ul><li>Consider a particular source, the circumstances under which it might be considered a primary source or a secondary source </li></ul><ul><li>Review past writing and discuss whether these materials would be considered primary or secondary sources, and under what circumstances. </li></ul>
  44. 51. Top Tips for Successful Integration <ul><li>Contact your librarian </li></ul><ul><li>Engage support </li></ul><ul><li>Work with staff </li></ul><ul><li>Consider how LMS can help students </li></ul><ul><li>Always be explicit </li></ul>
  45. 52. <ul><li>“ Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations.&quot; </li></ul>
  46. 53. HOW DO I LEARN MORE ABOUT IT? <ul><li>Information Literacy </li></ul>
  47. 54. References <ul><li>Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities, 2002, < >. Accessed 7 October 2011. </li></ul><ul><li>ACRL | Information Literacy Competency Standards for Higher Education, < >. Accessed 3 October 2011. </li></ul>
  48. 55. Contact Me <ul><li>Julie Cavender </li></ul><ul><li>[email_address] </li></ul><ul><li>303.784.8370 | Cell: 303.562.6072 </li></ul><ul><li>LinkedIn: </li></ul><ul><li>Twitter: @Global_Library </li></ul><ul><li>Thank you! </li></ul>