The document discusses integrating information literacy into classes. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The document recommends that instructors partner with librarians to help students evaluate sources, identify library resources that avoid copyright issues, and deliver orientations tailored to specific assignments. It emphasizes scheduling multiple orientations and communicating assignment requirements and expectations to librarians to better support students' information literacy skills.

1. How to integrate Information
Literacy into your classes

2.  Information literacy helps form the basis for lifelong
learning.
 It is common to all disciplines, to all learning
environments, and to all levels of education.
 It enables learners to master content and:
 extend their investigations
 become more self-directed
 assume greater control/responsibility over their
own learning

3.  Information Literacy is a set of abilities
requiring individuals to recognize
when information is needed and have
the ability to effectively locate,
evaluate, and use the information.

4.  Determine the extent of information needed
 Access the needed information effectively and
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efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge
base
Use information effectively to accomplish a specific
purpose
Understand the economic, legal, and social issues
surrounding the use of information, and access and
use information ethically and legally
 ACRL - Information Literacy Competency Standards for Higher Education
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompet
ency.cfm#ildef

5.  Increasingly, information comes to individuals in
unfiltered formats, raising questions about its
authenticity, validity, credibility and reliability.
 In addition, information is available through multiple
media formats, including graphical, aural, and textual,
and these pose new challenges for individuals in
evaluating and understanding it

6.  Using the Library
 Computer skills – how to use a computer
 Just finding facts to fill in the answer
 One 50-minute orientation to the Library
 Simply having Access to resources
 Being told what piece of information to find…in
what exact source…and copying it onto a paper

7.  A person that understands with increasing
sophistication what technology is, how it is
created, how it shapes society, and in turn
is shaped by society is technologically
literate.
 A technologically literate person is comfortable with
and objective about the use of technology - neither
scared of it nor infatuated with it.
 A technologically literate person has a range of handson skills, such as using a computer for word processing
and surfing the Internet.
 International Technology Education Association: Standards for Technological
Literacy http://www.iteaconnect.org/TAA/PDFs/Execsum.pdf

8.  Implies evaluation or use of critical thinking skills
 What is a student’s definition of a credible source?
 What is an instructor’s definition of a credible source?

9.  Their version of credible may not be your version of
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credible
Sometimes research requires Google
Encourage students to use at least one web source in
their projects…this isn’t a bad thing
Invite the librarians to come and talk about credibility
Require students to use an evaluation rubric/matrix
for one of their sources
Partner with the librarians to help evaluate student
sources

10.  http://www.martinlutherking.org/
 SCORE:
 http://www.thekingcenter.org/
 SCORE:

11.  Have students write a 5-page research paper about
Global Warming. They are to find information from at
least 4 different sources and cite their sources at the
end of the paper.
 Students should address the causes of global warming,
the past and future trends, the effects on a specific
country or region of their choosing, and what can be
done to slow the effects.

12.  http://en.wikipedia.org/wiki/Global_warming
 http://www.weatherquestions.com/What_is_global_w
arming.htm
 http://environment.about.com/od/faqglobalwarming/
f/globalwarming.htm
 http://globalwarming-facts.info/50-tips.html

13.  Have students write a 5-page research paper about
Global Warming. They are to find information from at
least 4 different sources and cite their sources at the
end of the paper in proper APA format. The sources
used should include one of each of the following: 1
newspaper article, 1 scholarly/peer-reviewed journal
article, 1 book, and 1 website.
 Students should address the causes of global warming,
the past and future trends, the effects on a specific
country or region of their choosing, and what can be
done to slow the effects.

14.  Cascio, J. (2009, May/June). Last-Resort Solutions to Global Warming. The
Futurist, 43(3), 8-9. Retrieved from
http://168.156.198.98:2048/login?url=http://search.ebscohost.com/login.
aspx?direct=true&db=aph&AN=37809125&site=ehost-live
 Johansen, B. E. (2006). Global warming in the 21st century. Westport, CN:
Praeger Publishers.
 National Geographic Society. (2010). Environment Section. In What Is Global
Warming? The Planet Is Heating Up—and Fast. Retrieved July 21, 2010,
from National Geographic Society website:
http://environment.nationalgeographic.com/environment/globalwarming/gw-overview.html
 Riddoch, L. (2009, July 24). Meltdown ‘to open Arctic tanker route’. The
Guardian, p. 6. Retrieved from
http://168.156.198.98:2054/pqdweb?did=1799739961&sid=1&Fmt=3&clien
tId=5581&RQT=309&VName=PQD

15. The Big 6 (or 7 in this case)

16.  1. What is the task and end product?
 2. What is the problem to be solved (do I fully
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understand the assignment)?
What information is needed to solve the problem?
Choose topics that interest you (if they let you)
Form a thesis statement around your topic
Create questions to guide your research
QUESTION!!!!

17.  1. How will you search for the information?
 2. What are all the possible sources of information?
 3. What are the best of all the possibilities?
 4. Web or Print sources?
 5.
PLAN!!!!

18.  1. Where are these sources?
 2. Where is the information within each source?
 3. Are my sources Biased? Scholarly?
 4. Locate sources (intellectually and physically)
 5. Online databases, Web, Books, Print sources,
speeches, etc. – are they able to be cited?
 6. Start to narrow your focus.
 7. GATHER!!!!

19.  1. How can I best use each source?
 2. What information does the source provide?
 3. What specific information is worth using?
 4. What fits my focus?
 5. Engage with the content (listen, read, watch, etc.)
 6. Extract relevant information for your work through
note-taking, paraphrasing/summarizing,
 7. SORT, SIFT, ANALYZE!!!

20.  1. How do you want to present your results?
 2. What will the final product look like?
 3. How does the info from all sources fit together?
 4. Organize your information.
 5. How is the information best presented?
 6. Who is the audience?
 7. BRING IT ALL TOGETHER!!!!

21.  1. How effective have you been?
 2. Does the final result match your task? Did it change
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focus along the way?
3. Was the problem solved?
4. How could you have done better?
5. Judge for effectiveness and efficiency.
6. How can I use what I learned in this process in
other ways/areas/classes?
7. WHAT’S MISSING???

22.  1. Did I seek/use enough information from diverse
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sources?
2. Did I practice ethical behavior and respect when
using the intellectual property of others?
3. Did I plagiarize?
4. Did I provide bibliographic sources so that others
may use my work properly and to their advantage?
5. Did I fact check, check for bias, timeliness,
accuracy, etc.?
6. Did I use it ethically –credit where/when due???

23.  Task Definition = QUESTION
 Info Seeking Strategies = PLAN
 Location and Access = GATHER
 Use of Info = SORT, SIFT, ANALYZE
 Synthesis = BRING IT ALL TOGETHER
 Evaluation = WHAT’S MISSING
 Social Responsibility = DID I USE IT ETHICALLY

24.  Partner on evaluating sources and bibliographies used in
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papers
Help add Info Literacy components into your existing
assignments
Identify library resources for your classes that avoid
copyright issues and work under “Fair Use”
Identify Open Education Resources to assist in teaching
Purchase the needed materials for the library collection
that you need for your classes/assignments (heads up)
Provide orientations…these work best if we have your
assignment to build from
Deliver online/video tutorials and streaming live
orientations for all classes (online or face-to-face)

25.  Schedule more than one, 50-minute orientation (2
workshops are better than 1) to divide material
 Be clear about your assignment mandates and the
resources/parameters you expect your students to use
 If you don’t know how to use/find it, we can help
 Be willing to share your students’ work with us so we
can score their bibliographies on our rubric…only way
we know if we are doing a good job and what can be
done better
 Stay with your classes during orientations so we can
bring your input into the discussions