2. Change
Reexamining our role in
our university and how
to best interact with
faculty and students
They are changing their
research habits and the
way that they produce
scholarship
3. Our Reasons for Information
Literacy Initiative
Assessment requirements at
the University of Pittsburgh
Middle States Commission
on Higher Education
ARL’s call to transform
research, teaching and
learning
ULS Long Range Goal
4. Information Literacy Initiative
Demystifies library
Empowers students
Generates PR/Good will
Supports mission of the library
Promotes Information Literacy
Set of abilities requiring individuals to "recognize
when information is needed and have the ability
to locate, evaluate, and use effectively the needed
information.“
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
5. ACRL Standards
Created in 2000 and modified by the American
College & Research Libraries division of the
American Library Association
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
6. Standards Toolkit
The Standards Toolkit is a set • Standard One: Know
of tools, web pages and other • Standard Two: Access
resources that will help you • Standard Three: Evaluate
to use the Information
• Standard Four: Use
Literacy Competency
• Standard Five: Ethical/Legal
Standards for Higher
Education.
http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
7. Role of ULS In
Information Literacy Assessment
Online information literacy
test
45 questions dealing with a
range of information seeking
skills
Benchmark freshman IL
skills
Assess senior class skills
8. The Goal: Better IL Integration at
the Course/Program Level
Embed into the research
process of the course or
program
Collaborate with the
instructor(s) or program
director(s)
Always tie instruction to the
assignment
9. Various, Simultaneous
IL Components
One-shot classes as library/searching orientations
One-on-one instruction
Embedded librarians
Classroom integrated tools
Integrated discipline/IL goals and rubrics
Curriculum mapping
11. ENGLIT 0500: Intro to Critical Reading
Collaboration with a Pitt English Professor
Tiered assignment
I teach just before the annotated bibliography
is due
Part of their CourseWeb
Review annotated bibliographies
12. Levels for Courseware Tools
Macro Level Library Courseware Involvement,
entails working with the developers and programmers
of courseware to integrating into the software a
generic, global library presence.
Micro Level Library Courseware Involvement,
involves individual librarians teaming up with faculty
as consultants to participate in developing a
customized library instruction and resource
component for the courseware enhanced courses.
13. Ideas for Courseware
Create downloadable items that can be
imported into online courses
Remind faculty of virtual reference desks and
library web presence
Offer to create and embed discipline specific
IL rubrics
“Librarian Role”
14. Techniques for Effective Library
Instruction
Follow the Instruction Cycle
Creation of instructional outlines (lesson plans)
Use Learning Objectives tied to Information Literacy
Active learning exercises related to objectives
Use of tutorials and screencasts
LibGuides (or research guides)
Evaluation and Assessment
15. • Online guides to using the library’s resources that can be
designed around a subject or for specific classes and
assignments.
• Can be built around the course syllabus or an assignment
to connect students with the specific library resources
they will need to be successful.
• Faculty can link to the guide or embed it into their
CourseWeb class.
• http://pitt.libguides.com
16. Rubrics
The ULS has created several rubrics that can be used by
faculty and librarians to incorporate appropriate structure
and assessment to the development of their instructional
sessions.
These rubrics are based on the ACRL Standards and the
eight skill sets identified by the SAILS (Standardized
Assessment of Information Literacy Skills) test currently in
use. There are four levels for all of the ULS rubrics. These
include: novice, developing, proficient and accomplished.
17. Accomplish
Novice Developing Proficient
ed
Shows an
increased
Understands
understandin
Unable to nature &
g of Able to adapt
narrow scope of
information search
topic; Unsure assignment;
needed process to
Develop of Determines
for topic; topic;
Research how to find general
Refines Knows what
Strategy information keywords
keywords keywords
needed in relation to
and and phrases
for topic
develops to employ
assignment to begin
synonyms
searching
for search
terms
18. What is a Curriculum Map?
Grid for subject specific information
literacy instruction
Scope and Sequence of skills
Customizable to needs of a particular
department or major
20. Keeping Up with Technology
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
21. 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.
22. The Reality
The research process is more difficult with
information abundance:
•Technology issues now complicate
research concepts further
•Too many information choices, not enough
orientation
23. Goal: Better Research Assignments
Process over Product
Tiered Paper Approach
Suggest Alternatives to the 5-7 Pages
Annotated bibliography
Literature review
Bibliographic essay
Evaluate and edit a Wikipedia entry
Grant or research proposal
24. Goal: Tiered Research Assignments
Thesis/topic meeting
Research log/journal
Preliminary bibliography
Outline/Introduction
Mid-point check
Drafts
Final Paper
25. Goal: Embed Smaller Research
Components
Explain Citations
Explain Source Types
Suggest Disciplinary Sources
Explain Terminology (primary vs. secondary)
Explain Information Cycle
26. Things students need…
Collaboration between faculty and librarians
Collaboration between academic departments and
libraries
Connection between research-paper process and
everyday life research
Context: background, vocabulary, expectation,
gathering resources
Librarian as informational coach
Frequent explanations of research (IL) concepts
across courses and years from faculty and librarians
27. The Result: Ubiquity
Research is not disconnected from
the classroom
Research is not an outside skill
Research skills are necessary for all
their work
28. LibGuide Companions
Information Literacy
Fundamentals
http://pitt.libguides.com/infolit
Information Literacy Tools
http://pitt.libguides.com/infolittools
29. Robin Kear
Reference/Instruction Librarian
University of Pittsburgh
G22 Hillman Library
3960 Forbes Avenue
Pittsburgh, PA 15260
+1-412-648-7728
rlk25@pitt.edu
http://www.linkedin.com/in/robinkear
Twitter: @rkear
Meebo Chat: rkear
Skype: robin.kear
http://pitt.libguides.com/profile.php?uid=18189
Editor's Notes
Open access, altmetrics,google,
Student learning outcomes based on the IL objectives; active learning exercises related to the objectives; and creation of lesson plans, activities, etc.Use of tutorials and/or screencasts.
Faculty response has been overwhelmingly positive. Can embed tutorials, screencasts, video, RSS, relevant resources.