Classroom, Moodle, or Library Robin Kear Nazarbayev University Library April 2012
First Steps Keep up with technology developments and tools Learn various (standard) technology applications Develop understanding of pedagogical use Implement in appropriate instructional settings Assess if the technological tool accomplishes desired outcomes
Integrating Information Literacy…Can be done in the faculty classroom, online, or through the library classroom.It is imperative to collaborate with faculty, whether you will be embedding, be there in person, or through the web.
Realities Faculty can be hard to reach Time constraints, stress at the beginning and end of the semester, other reasons Faculty are reluctant to give up a class session (14 per semester at Pitt) Some may never allow a librarian into their classroom for various reasons Different terminology for similar concepts exists between faculty and librarians
Perceptions Faculty may equate information literacy with what they see or experience as remedial library instruction Librarians can only provide a limited introduction to IL in the one-shot 50 minute session Faculty may believe students are already information literate or can pick it up on their own
Perceptions Faculty may equate information literacy with technological literacy Faculty may want students to flail about in the information realm or believe that disciplinary expertise should precede any practice of research How can students judge sources before becoming knowledgeable in their discipline?
Perceptions Subordinate role of librarians within institutional hierarchy, even those librarians with faculty status Ambiguous role of librarians in teaching information literacy Different librarians explain things differently Varies across institutions
Terminology Information Literacy is a library term. What does it mean? Why is it relevant? Why does it come from the library?
Terms to Use with Faculty Critical Thinking “…the education field has labeled a series of attributes as critical thinking, and librarianship has done the same with information literacy. These two groups are not using the same language when they discuss very similar concepts.” Rebecca S. Albitz. (2007). "The what and who of information literacy and critical thinking in higher education," portal, 7(1), 97-109.
Terms to Use with FacultyLifelong learningResearch skillsResearch process Faculty may have a different understanding of the word “research”
Critical Thinking SkillsEnnis’ 12 elements of critical thinking are:1. Grasping the meaning of a statement2. Judging whether there is ambiguity in a line of reasoning3. Judging whether certain statements contradict each other4. Judging whether a conclusion follows necessarily5. Judging whether a statement is specific enough6. Judging whether a statement is actually the application of a certain principle7. Judging whether an observation statement is reliable8. Judging whether an inductive conclusion is warranted9. Judging whether the problem has been identified10. Judging whether something is an assumption11. Judging whether a definition is adequate12. Judging whether a statement made by an alleged authority is acceptable
Building a Network Volunteer for departmental ad hoc committees Get elected to senate or departmental faculty committees Attend committee meetings, departmental and university meetings, faculty seminars and lectures, anything that would involve the library Participate in events such as convocations and orientations Casual lunches with faculty
Possible Approach for One-shots Speak another language: Use the term critical thinking for information literacy Imply/State that a critical thinker also needs to know how to find, organize, and evaluate information Independently of or dependent on the student’s level of knowledge of the discipline
Possible Approach for One-shots Emphasize that the librarian can complement the class curriculum or the research assignment by… Helping students learn to systematically approach new topics…and/or… Showing the students discipline- specific tools
Possible Approach for One-shots Clearly communicate what you can cover for their class and any options for delivery or method Make faculty aware that all critical thinking skills cannot be covered in one session
Conversation StartersWhat do you NOT see from your students papers or arguments?How would your students research papers be better?How can we make this process easier for them?
Preparation Test searches or assignments Time your presentation Scout out the venue, network connections, seating, lighting Decide what equipment you need & order/reserve it Have a backup planned
PreparationClass Day:Go to venue early & set upGreet students as they arrive – business cardsShow comfort, confidence, be friendly
Presentation TipsFace your audience & make eye contactGet out from behind the computer or podiumBody language – Gesture for emphasisVary your tone, pace and volumeVerbal pausesDont rushUse a little humor when appropriateUse mistakes to illustrate a point
Wrapping Up a Session: Summarize main points Remind where they can ask for help Give them your contact information Evaluation Linger after class
LibGuide Companions Information Literacy Fundamentals http://pitt.libguides.com/infolit Information Literacy Tools http://pitt.libguides.com/infolittools