presentation (with Paul Campbell) detailing information literacy instruction practices within a classroom for relating to real-life experiences, given at the Kentucky Library Association/Kentucky Association of School Libraries Annual Joint Conference, Louisville, KY, September 2015

1. Real-life information
literacy
Derek Malone, University of North Alabama
Paul Campbell, Ohio University Lancaster

2. Academic vs. Personal life
….the “library” visit

3. http://www.wired.com/2015/07/facebook-twitter-
really-people-get-news/

4. http://www.wired.com/2015/07/facebook-wants-
life-not-imitate-amazon/

5. Today
How we’re interpreting the framework for our
teaching “Teach It” - and ideas for you
How we’re applying our teaching to the
everyday lives of the students (where
they’re getting their news)

6. EN112/ENG 1510

7. Sessions

8. CRAAP Test
In both we use the CRAAP Test for evaluation

9. Framework for Information Literacy
for Higher Education (2/2/2015)
Authority is constructed and contextual
Information creation as a process
Information has value
Research as inquiry
Scholarship as conversation
Searching as strategic exploration

10. Background
Determine the need for information
Access the needed information
Evaluate information and sources critically
Incorporate into your knowledge base
Use information purposefully
Understand ethical and legal issues

11. 2 Day Outline (Day 1)
Start with a small search activity
How many Smith
counties are there
in the USA?

12. 2 Day Outline (Day 1)
Introduction of purpose/new
expectations/CRAAP Test (30
minutes/interactive)

13. 2 Day Outline (Day 1)
Twitter verification activities

14. 2 Day Outline (Day 1)
Analyzing news for personal, professional,
academic life
Applying CRAAP Test

15. 2 Day Outline (Day 1)
Quality evaluation

16. 2 Day Outline (Day 2)
Review/Quick
Verification Activity

17. 2 Day Outline (Day 2)
Building a research question

18. 2 Day Outline (Day 2)
Using a research question activity

19. 2 Day Outline (Day 2)
Questions/Discussion

20. Teach It: Authority is constructed
and contextual (real example)

21. Teach It: Authority is constructed
and contextual
Twitter/social media examples
CRAAP Test - Authority, Accuracy

22. Authority in constructed and
contextual
Informed skepticism
Acknowledge bias

23. Teach It: Information creation as a
process
Be skeptical of usage and understand authority

24. Information creation as a process
Information is delivered via a selected format

25. Information creation as a process
Recognize processes of information creation

26. Information creation as a process
Choices have impact

27. Teach It: Information has value
What is the product of Facebook?
Why does it cost money to get an
article from Google Scholar?

28. Information has value
Information privilege

29. Information has value
Free information is plentiful

30. Information has value
Commodification has information influence

31. Information has value

32. Information has value
Contributor, not just a consumer

33. Information has value

34. Information has value
?

35. Teach it: Research as inquiry
Focus on the research question
inquiry
unbiased
descriptive
researchable
http://twp.duke.edu/uploads/media_items/research-
questions.original.pdf

36. Research as inquiry
extends beyond the academic world to the
community at large. Personal, professional, and
societal needs

37. Research as inquiry
Ask a question!

38. Research as inquiry
Open ended exploration

39. Research as inquiry
Intellectual humility

40. Teach It: Scholarship as
conversation
Evaluation in detail/recognize multiple
arguments
CRAAP Test - All parts

41. Scholarship as conversation

42. Scholarship as conversation
Varied perspectives and interpretations

43. Scholarship as conversation
Experts seek out many perspectives, not just
those with which they are familiar

44. Scholarship as conversation
Evaluate contributions of others in participatory
information environments

45. Scholarship as conversation
Scholarly, ongoing conversation (what’s done
might not be done - or right)

46. Teach it: Searching as strategic
exploration
Research Question Activity (Day 2 - more
serious)
They are given question - identify how to
search from question (active participation and
observation)

47. Searching as strategic exploration
Again, begin with a question:

48. Searching as strategic exploration
Match information needs and search strategies
to search tools

49. Searching as strategic exploration
First attempts at searching do not always
produce adequate results

50. Our experience(s)

51. Helpful Tools for implementing RLIL
YikYak
check often

53. Helpful tools
who.is

54. Helpful tools
http://m.snopes.com/whats-new/

55. Questions/Comments???
Derek Malone
dmalone3@una.edu
Paul Campbell
campbep1@ohio.edu