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LILO Workshop


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Presentation to faculty at UH West Oahu April 2008. Promotion of LILO tutorial and demonstration of new features.

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LILO Workshop

  1. 1. Information Literacy Workshop UH - West O‘ahu April 4, 2008 Randy Hensley, Kevin Roddy and Margot Hanson UH Libraries Information Literacy Committee
  2. 2. <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><ul><li>Association of College & Research Libraries </li></ul>
  3. 3. History <ul><li>Reader’s Advisory </li></ul><ul><li>Library Instruction </li></ul><ul><li>Bibliographic Instruction </li></ul>
  4. 4. National Standards <ul><li>1. Determine the nature and extent of information needed </li></ul><ul><ul><ul><li>Primary </li></ul></ul></ul><ul><ul><ul><li>Secondary </li></ul></ul></ul><ul><ul><ul><li>Disciplinary/Topical categories </li></ul></ul></ul>
  5. 5. National Standards <ul><li>2. Access needed information effectively and efficiently </li></ul><ul><ul><ul><li>Databases </li></ul></ul></ul><ul><ul><ul><li>Citations </li></ul></ul></ul><ul><ul><ul><li>Searching protocols </li></ul></ul></ul><ul><ul><ul><li>Retrieval types </li></ul></ul></ul><ul><ul><ul><li>Bibliography </li></ul></ul></ul>
  6. 6. National Standards <ul><li>3. 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>Credibility & validity </li></ul></ul></ul><ul><ul><ul><li>Text comprehension </li></ul></ul></ul><ul><ul><ul><li>Text usage </li></ul></ul></ul><ul><ul><ul><li>Context & viewpoints </li></ul></ul></ul>
  7. 7. National Standards <ul><li>4. Uses information effectively to accomplish a specific purpose </li></ul><ul><ul><ul><li>Organization </li></ul></ul></ul><ul><ul><ul><li>Communication </li></ul></ul></ul><ul><ul><ul><li>Structure </li></ul></ul></ul>
  8. 8. National Standards <ul><li>5. 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><ul><ul><li>Privacy </li></ul></ul></ul><ul><ul><ul><li>Confidentiality </li></ul></ul></ul><ul><ul><ul><li>Plagiarism </li></ul></ul></ul><ul><ul><ul><li>Censorship & access </li></ul></ul></ul>
  9. 9. Why Information Literacy? <ul><li>Complexity of information environment </li></ul><ul><ul><ul><li>Range of sources </li></ul></ul></ul><ul><ul><ul><li>Determination of quality </li></ul></ul></ul><ul><ul><ul><li>Diversity of forms </li></ul></ul></ul><ul><ul><ul><li>Proliferation of channels </li></ul></ul></ul><ul><ul><ul><li>Ease vs. Thoughtfulness </li></ul></ul></ul><ul><ul><ul><li>Communication coherence </li></ul></ul></ul>
  10. 10. Your Challenges & Struggles? <ul><li>(As they relate to information literacy!) </li></ul>
  11. 11. LILO for Instructors <ul><li> </li></ul><ul><li>What is LILO? > LILO for Instructors </li></ul>
  12. 12. Your name here! <ul><li>Add your name to the LILO instructors list </li></ul><ul><li>Students choose your name when they start a new project </li></ul><ul><li>Evaluate your students’ responses </li></ul><ul><ul><ul><li>Course-by-course </li></ul></ul></ul><ul><ul><ul><li>As a group </li></ul></ul></ul>
  13. 13. Integrating LILO into your course <ul><li>Select a research-based assignment from your syllabus. </li></ul><ul><li>List the specific steps students should take to complete the assignment successfully. </li></ul><ul><li>Include each LILO module in your lessons. </li></ul><ul><li>Ask students to complete the questions in LILO and have them submit their answers to you for review. </li></ul><ul><li> </li></ul>
  14. 14. Developing Assignments <ul><li>Set objectives and make them clear to students </li></ul><ul><ul><ul><li>Tell students why they are doing the assignment and the purpose it serves </li></ul></ul></ul><ul><li>Information Literacy Assessment by Teresa Y. Neely </li></ul><ul><li>“ Effective Assignments Using Library Sources” </li></ul>
  15. 15. Developing Assignments <ul><li>Teach research strategies </li></ul><ul><ul><ul><li>Break the assignment down into research steps </li></ul></ul></ul><ul><ul><ul><li>Allow students opportunities to reflect on research process </li></ul></ul></ul>
  16. 16. Developing Assignments <ul><li>Provide resource lists </li></ul><ul><ul><ul><li>Give students “hints” for starting points </li></ul></ul></ul><ul><ul><ul><li>Check to make sure they’re available at the library </li></ul></ul></ul><ul><ul><ul><li>Refer to the library’s list of electronic resources for your subject area </li></ul></ul></ul>
  17. 17. Developing Assignments <ul><li>Check the assignment beforehand </li></ul><ul><ul><ul><li>Test assignment from students’ point-of-view </li></ul></ul></ul><ul><ul><ul><li>Is it clear and straightforward? </li></ul></ul></ul><ul><ul><ul><li>Is it difficult and frustrating? </li></ul></ul></ul>
  18. 18. Developing Assignments <ul><li>Consult with librarians and use our services </li></ul><ul><ul><ul><li>We’re here to help! </li></ul></ul></ul><ul><ul><ul><li>We can visit your class </li></ul></ul></ul><ul><ul><ul><li>Students can visit us </li></ul></ul></ul>
  19. 19. Your experiences <ul><li>What elements of information literacy instruction are you already using in your course assignments? </li></ul><ul><li>Are they effective? </li></ul><ul><li>Discuss! </li></ul>
  20. 20. WASC Standards <ul><li>2.2a. Baccalaureate programs … 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. (emphasis added) </li></ul>
  21. 21. Institutional outcomes for UHWO <ul><li>#5: Critical thinking: demonstrate critical thinking skills by applying knowledge, technology, and information to solve problems and make decisions in socially responsible and ethical ways.       (Includes using research skills, technology, knowledge, ideas, concepts, theories, information, etc. to solve problems and make decisions responsibly and ethically.) </li></ul>
  22. 22. Assessment—iSkills from ETS <ul><li>“ The iSkills ™ assessment is an Information and Communication Technology (ICT) literacy test that assesses critical thinking in a digital environment. The test has questions that simulate real-world scenarios.” </li></ul><ul><li> </li></ul>
  23. 23. Assessment—iSkills from ETS <ul><li>“ Knowledge of the topics and ability to manipulate technology are needed to complete tasks such as extracting information from a database, developing a spreadsheet, or composing an e-mail based on research findings.” </li></ul><ul><li> </li></ul>
  24. 24. Some LILO Cool Tools <ul><li>Assignment Calculator </li></ul><ul><li>BUBBL US Concept Mapping Tool </li></ul><ul><li>Citation Builders </li></ul><ul><li>Visuwords online graphical dictionary </li></ul>
  25. 25. How did you like the workshop? <ul><li>Please fill out the following survey: </li></ul><ul><li> </li></ul><ul><li>For links to some of the resources mentioned in the presentation, visit: </li></ul><ul><li> </li></ul>
  26. 26. Thank You! [email_address] [email_address] [email_address]