Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity and Decision Making on Social Media
Social media tools permeate the college student experience (Junco, 2014), including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase mixed methods analysis of focus group interviews and 2,220 social media posts.
Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to student enrollment in higher education, focusing on identity expression, positive possibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.
Developing Digital Student Leaders: A mixed methods dissertation study of s...Dr. Josie Ahlquist
The purpose of my dissertation research is to explore:
-Experiences of student leaders’ use of social media.
-Meaning made of digital technologies in student leaders college experience.
-Explore identity meaning making, digital decisions and online leadership behavior.
Goal: Provide evidence and direction in what works in developing digital student leaders, both for student affairs administrators, leadership educators, as well as student leaders themselves.
Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity and Decision Making on Social Media
Social media tools permeate the college student experience (Junco, 2014), including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase mixed methods analysis of focus group interviews and 2,220 social media posts.
Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to student enrollment in higher education, focusing on identity expression, positive possibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.
Developing Digital Student Leaders: A mixed methods dissertation study of s...Dr. Josie Ahlquist
The purpose of my dissertation research is to explore:
-Experiences of student leaders’ use of social media.
-Meaning made of digital technologies in student leaders college experience.
-Explore identity meaning making, digital decisions and online leadership behavior.
Goal: Provide evidence and direction in what works in developing digital student leaders, both for student affairs administrators, leadership educators, as well as student leaders themselves.
The talk reviews the basic findings of the Privacy report. Amanda focused particularly on data on parent and teen attitudes towards and experiences with online advertising, and third party access to a teen’s personal information posted online.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Lee Rainie, Director of the Pew Internet Project, will discuss the Project’s research about how people use technology and the different ways they allocate their attention, connect with organizations, and act as citizens. He will explore how civic institutions can navigate this complicated, diversified environment.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
Research Thesis (The Impact of Facebook Usage to the Academic Performance of ...Anjenette Columnas
This is our research paper in a thesis-like form entitled "The Impact of Facebook Usage to the Academic Performance of the 4th Year Education Students in Andres Bonifacio College". Together with the unity of the group, our research thesis was made possible.
I hope this will help as a guidance for students who will also make their own research thesis in the future!
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Using What They Know to Teach Them What They Need to KnowLucinda Rush
Conference Presentation
Georgia International Conference on Information Literacy
Lucinda Rush
Old Dominion University
Expropriation of social networking site consumer skills to aid students in mastering the ACRL Information Literacy Threshold Concepts.
Identifying the information Literacy needs of your diverse usersSheila Webber
This presentation was given by Sheila Webber at the CILIP Libraries for Nursing Study Day, held in York (UK) on 5th October 2010. the final slide (before the contact details and the references) gives instructions for the exercise that was then carried out by participants.
The talk reviews the basic findings of the Privacy report. Amanda focused particularly on data on parent and teen attitudes towards and experiences with online advertising, and third party access to a teen’s personal information posted online.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Lee Rainie, Director of the Pew Internet Project, will discuss the Project’s research about how people use technology and the different ways they allocate their attention, connect with organizations, and act as citizens. He will explore how civic institutions can navigate this complicated, diversified environment.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
Research Thesis (The Impact of Facebook Usage to the Academic Performance of ...Anjenette Columnas
This is our research paper in a thesis-like form entitled "The Impact of Facebook Usage to the Academic Performance of the 4th Year Education Students in Andres Bonifacio College". Together with the unity of the group, our research thesis was made possible.
I hope this will help as a guidance for students who will also make their own research thesis in the future!
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Using What They Know to Teach Them What They Need to KnowLucinda Rush
Conference Presentation
Georgia International Conference on Information Literacy
Lucinda Rush
Old Dominion University
Expropriation of social networking site consumer skills to aid students in mastering the ACRL Information Literacy Threshold Concepts.
Identifying the information Literacy needs of your diverse usersSheila Webber
This presentation was given by Sheila Webber at the CILIP Libraries for Nursing Study Day, held in York (UK) on 5th October 2010. the final slide (before the contact details and the references) gives instructions for the exercise that was then carried out by participants.
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Example
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy (MIL) Performance Task - Video Project (Cooper...Arniel Ping
Media and Information Literacy (MIL) Performance Task - Video Project (Cooperative Learning)
Topic:
1. Media and Information Languages (Genre, Codes, and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Cyber bullying, Plagiarism, and Internet Addiction)
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Highlight of 2016 jewelry trends from cannes9gem_us
The 2016 Cannes film festival has been replete with the stars who have flaunted the red carpet carrying stunning diamonds, solitaire, emerald and palm necklace. Let’s have a look upon the famous celebrities of Cannes film festival 2016 who have brought life to the festival with their glittering ornaments. For more visit 9gem.us
Como empresa especializada en tecnologías para la colaboración, las reuniones en groupVision son un ejemplo de la aplicación de nuestra misión - optimizar la colaboración en grupo - y de nuestros valores corporativos.
Este documento tiene como objetivo apoyar a nuestra formación interna en la mejora de nuestras reuniones. Estas ocurren en el contexto de la colaboración en grupo, que debemos de ser capaces de optimizar. Mejorar la calidad de nuestras reuniones es lo mismo que mejor la capacidad colaborativa de nuestras organización.
Social Media: Strategies & techniques toward more dynamic online classroomsCynthia Lawson Jaramillo
Slide deck from workshop at The New School on October 26, 2011.
Description: One of the most difficult challenges of teaching online is recreating dynamic classrooms through virtual tools. I will present a variety examples of how free online social media tools can help facilitate a more interactive online learning environment for students. Participants are encouraged to bring your own examples of challenges you've faced so that we, as a group, can workshop and brainstorm
together.
5 reasons why swift is crucial for regional development and rural innovation ...hhambly
This is a summary that focuses on five reasons why the Southwest Integrated Fibre Technology network (known as SWIFT) is an important initiative for regional development and rural innovation in Ontario, Canada.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Presentation on the trends in formation literacy, standards for planning information literacy programs, learning styles and the application to learning information skills, and assessment tools.
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
A network mindset offers practical approaches to everyday networked and collaborative behaviors for knowledge workers both within organizations and on the web - delivered at Columbia University, April 2014
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Cathay Keough led workshop attendees in learning basic reference skills, including elements for question-answering and building your "resources toolbox" in order to give library customers options.
First section of this workshop; historical view laying the foundation for where library reference services are today to help us see where, potentially, we are headed.
This is the first part of a three-part presentation given at the MLA/DLa Joint State Conference May 2016, in collaboration with Laura Bosley and Joe Thompson
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. 1. What does IL in the academy
have to do with the workplace?
2. What is Workplace IL?
3. Why should I care?
Motivating Questions
3. Texas Lt. Governor Patrick Launches Initiative to Enhance
Classroom to Career Transition – Feb 2016
Learning by Doing: The Wagner Plan from Classroom
to Career – Peer Review, Fall 2010, 12(4)
OhioMeansJobs K-12
The place to plan your future.
Delaware Department of Education is
committed to serving every student and
ensuring that all children are career and
college ready.
Maryland Career
Development Framework
4. “I am interested in education that takes place between the attainment
of the literacies, on the one hand, and the acquisition of a job or
vocation, on the other.”
Howard Gardner, Psychologist (https://www.edge.org/conversation/howard_gardner-liberal-arts-and-sciences-in-the-21st-century)
“Is there still one skill we can count on, one skill we can master to fulfill our
workplace dreams, regardless of what we do? The answer is yes, and that skill is
information literacy, which is being able to locate, access, select, and apply
information.”
Tom W. Goad, organizational consultant, trainer and author from his book
Information Literacy and Workplace Performance (2002)
6. AACU Survey of Employers
• 68% of employers rate
the ability to engage
competently with
information as one of
those “very important”
expectations for
employability.
• When it comes to
“locating, organizing,
evaluating information,”
64% of students feel
they are well prepared.
• Only 29% of employers,
indicating that college
graduates are prepared.
"Falling Short? College Learning and Career Success" (January, 2015)
7. Information literacy and Life
Long Learning
Lifelong Learning
Independent Thinking
Information Literacy
Digital IL
Workplace IL
11. Information literacy as Process
digging
locating
uncovering
reading
evaluating
synthesizing
recalibrating
asking for help
Searching again in a different place
13. • Career-oriented undergraduate and graduate degree
programs for a growing and diverse student population.
• Faculty drawn from the workplace to ensure that the
university’s programs prepare students to begin or continue
their career, improve their competitiveness in the job
market, and engage in lifelong learning.
Wilmington University Mission
14. Information Literacy
“Using information in any format to research,
evaluate, and ethically utilize information effectively
and with appropriate attribution.”
Wilmington University Graduation
Competencies
15. Information Literacy
“Using information in any format to research,
evaluate, and ethically utilize information effectively
and with appropriate attribution.”
16.
17. Work Integrated Learning Modalities
Service
Learning/Student
Teaching/Clinical
Rotations
Community
Service/Volunteer
Apprenticeships/Field
work/Practicum
Internships/Cooperative
Education
The central place that information creation, production, reproduction, circulation,
and dissemination plays in their workplace performance
20. Achievement of Goals
AACU Survey of Employers
Hiring preference to
college grads with skills
contributing to
workplace innovation –
95%
Hire college grads who
demonstrate ethical
judgment and integrity,
intercultural skills, and
capacity for continued
new learning – 90%
Colleges should place
more emphasis on
critical thinking,
complex problem
solving, written/oral
communication, applied
knowledge in real-world
settings – 75%
Source: It Takes More than a Major: Employer Priorities for College Learning and Student Success
2013. Washington, DC: Association of American Colleges and Universities & Hart Research Assoc
21. Source: The American Freshman: National Norms Fall 2015
Higher Education Research Institute, Feb 2016
Greater employment opportunities
Greater career advancement
Financial reward
Survey of Incoming Freshmen
22. 96% of college and university chief academic officers
are confident that their institution prepares students for the workforce.
11% percent of business leaders strongly agree today’s college graduates
have the skills and competencies that their business needs
M
I
S
A
L
I
G
N
M
E
N
T
23. Novice - needing a set of rules to guide their actions
Expert - someone who is fully engaged emotionally in the situated
elements of a community of practice
24.
25. Community of Practice &
“Legitimate Peripheral Participation”
Old-Timers
Mature
Practice
Periphery
Newcomers
to
Situated
Learning
Social
Practice
Through:
• Engagement
• Interaction
• Collaboration
• Learning of
Knowledgeable skills
Full
Participation
Boundary
(flexible, dynamic)
Lave & Wenger, 1991, 2000
26. Outside of the library profession
“Information Literacy” is a
relatively unknown term and not
well understood.
Kirton & Barham, 2005
Effective Use of Information
Managing Information
Keeping Up to Date
Using Information for Problem Solving
Using Information for Decision Making
Environmental Scanning
27. Workplace IL places a greater emphasis
on:
• Social, informal, contextualized
processing of information.
• The transformation of information to
knowledge.
• Information creation, packaging,
organization
28. IL in Education & Workplace
(Lloyd, et al. 2013)
Educational
Setting
Part of the formal learning
process. Specific
Assignments
Routine Tasks that are the
subject of assessment
practices
Workplace
Setting
A learner strategizes and
seeks solutions through deep
analysis & multi-tiered
application
Assessment practices focused
on productivity and
development of expertise.
29. Key Differences?
Key Workplace IL Differences
Less
emphasis
on search
skills and
finding
information
People are
key
information
sources
No Need
for
everyone
to have all
IL skills
Information
processing
a shared
activity
30. Learning Transfer as metaphor for the
IL Experience
Academic
IL Skills
Near
Transfer
Far
Transfer
Workplace
Civic/Home
Settings
31. Information Literacy is more
than just an academic skill…
…is much more than an understanding of the student
research process or the development and application
of information skills.
…is not confined to formal learning environments but
is part of every human activity including the social
processes that shape information and how it is used
within a given context.
32. Engaging team
members during
research process
Retrieving
information
using a variety
of formats
Finding
patterns and
making
connections
Exploring a
topic
thoroughly
Employer identified information
competency gaps
34. Information Use in the
Workplace
• Social process: People learning together to develop
collective & common understandings
• Aligned with workplace culture & profession-specific
practices
• Transformative
Lloyd, 2010
35. Information Literacy Skills include…
The ability of an
ER Nurse to tap
in to and use
instincts built up
over time
Learning the
rules of a sport
and then using
that information
to play the game
more effectively
Knowing the
essential human
and other
relevant sources
for developing
practical skills
Reflecting on the
information
experience
36. The process of becoming information literate
Requires the whole person to be aware of themselves
within the world
Leads to an experience of context-specific information
opportunities
Recognizes that these experiences contribute to learning
Helps one develop information practices enabling
negotiation of context
Takes into account the constraints of a context’s practices
on information use
37. ACRL Info Lit Standards
• The standards are focused more on academic settings and
centered upon the measurement of changes in user behavior
against expert models.
• emphasis on the individual’s acquisition of generic
information skills
• The focus on measurement that is inherent within behaviorist
research often leads to an assessment of individual actions
(and actors) within new settings
Addison C, Meyers E. Perspectives on information literacy: A framework for conceptual understanding. Information
Research 2013; 18(3): 1–13.
38. ACRL Info Lit Standards
In the light of the Drefus Model, this approach
works best at the Novice or Advanced Beginner
levels.
39. New ACRL Info Lit Framework seems to embody the
social dimension of workplace IL
Situates information literacy
within real life experiences
Seeks to provide spaces for
creative, integrative, flexible
thinking about the dynamic
information ecosystem in
which all students live, study,
and work.
Focuses more attention on the
vital role of collaboration and
its potential for increasing
student understanding of the
processes of knowledge
creation and scholarship.
Emphasizes student creativity
and participation, highlighting
the importance of their
contributions made possible
through many formal academic
experiences as well as many
daily non-academic experiences
40. “The contextuality of actual work processes
severely curtails naıve expectations of
unproblematic generic transfer.”
Hager (2009), p. 625
41. The concept of transition may provide an
alternative way to think about being,
becoming and the development of knowing
within information literacy practice
Hicks & Lloyd, 2016
44. Using a Rubric to Sequence the IL Experience
through to the workplace
Gen Ed Discipline Workplace Community
45. Information Literacy Program Outcomes
1. Students will be able to frame a research question.
2. Students will be able to access needed information effectively
and efficiently.
3. Students will be able to evaluate information sources and
content.
4. Students will be able to use information for a specific purpose.
5. Students will understand ethical and legal issues affecting the
use of information.
6. Students will be able to use technology to communicate
information.
46. Using a Rubric to Sequence the IL Experience
through to the workplace
Competency Novice Developing Competent Proficient Accomplished
Professional/Workplace
Information Practices:
Students will engage with
information in ways they will
be expected to on the job in
order to provide more
concrete and situationally
determined opportunities to
develop those information
practices proper to the
specific contexts of the
workplace landscapes.
Uses immediately
available information
with little
discrimination.
Limited awareness of
important/relevant
information and how
to navigate the
information culture
of a workplace.
Can seek out and
locate critical
information with
minimal support.
Does not always
discriminate
effectively between
sources of
information.
Usually able to locate,
understand, organize,
and evaluate
information from
familiar and unfamiliar
sources using criteria
most relevant to the
task and setting. Has
awareness that
authority is a type of
influence recognized or
exerted within a specific
organization.
Independently seeks
out and locates
required information.
Understands that
authority of
information is based
on culturally-specific
influences. Is
selective and
discriminates
between sources of
information. Adopts
effective processes
for storage and
retrieval of
information.
Makes significant
contribution to the
organization through
judicious use of academic
and context-specific
information. Understands
how information based
decisions are influenced by
corporate or workplace
culture. Is frequently called
on to explain to, or assist
others in locating,
understanding, organizing,
or evaluating the quality
and relevance of
information from multiple
sources.
47. Using a Rubric to Sequence the IL Experience
through to the workplace
48. • Consider developing an assessment plan that will provide
evidence of the impact and outcomes of your efforts.
• Authentic – reflect real world expectations
• Not many employers measure success through multiple choice
tests
• What are employers expecting of graduates?
• What do faculty and students think they need?
Assessing
49. • A time to rethink our implementation of an information
literacy program in the context of this Framework
• Reconfigure team-based assignments
• Revise library reference services
• Include the use of people as “sources.”
• Incorporate social media into research assignments
• Go beyond coursework
• Consider developing an assessment plan that will provide
evidence of the impact and outcomes of a new program.
IL and Experiential Learning
51. “I think one of the things I loved the most
about being here was the feeling that anything
was possible. Just infinite choices ahead of you.
You get out of school and anything could
happen…”
52. • CUNY Working Document for Developing IL guidelines across the disciplines
• Student Skill Acquisition
• Information Literacy at the juncture between education and employment
• Do employers want information literacy skills?
• Information Literacy meets Employability
• Introduction to communities of practice
• ‘Industries of the Future’: Alec Ross Unveils the Winners
• What America Needs to Know About Higher Education Redesign
• Project Information Literacy
• Patricia Benner's Theory
Links
53. • Bruce C. (1999). Workplace experiences of information literacy. International Journal
of Information Management, 19(1), 33-47.
• Farrell, Robert. (2013) “Reconsidering the Relationship between Generic and Situated
IL Approaches: The Dreyfus Model of Skill Acquisition in Formal Information Literacy
Learning Environments, Part II. Library Philosophy and Practice (e-journal). Paper
1049. http://digitalcommons.unl.edu/libphilprac/1049
• Hager, P. & P. Hodkinson. (2009) Moving beyond the metaphor of transfer of
learning. British Educational Research Journal 35(4), 619-638.
• Hall-Ellis, S. & Deborah Grealy. (2013) The Dreyfus Model of Skill Acquisition: A Career
Development Framework for Succession Planning and Management in Academic
Libraries. College & Research Libraries 74(6); 587-603.
• Hicks, Alison (2015) "Drinking on the Job: Integrating Workplace Information Literacy
into the Curriculum," LOEX Quarterly: Vol. 41(4), Article 4.
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