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A Presentation to the Library Advisory Committee Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy across.

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Presentation on theme: "A Presentation to the Library Advisory Committee Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy across."— Presentation transcript:

1 A Presentation to the Library Advisory Committee Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy across the Curriculum Putting Theory into Practice

2 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Agenda Context UCFV LAC Environmental Scan Information Literacy Definition Models for Information Literacy across the Curriculum (ILAC) IL & the UCFV Library Suggested Framework & Process for Information Literacy across the Curriculum (ILAC)

3 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 The Context

4 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 UCFV Strategic Plan Objective 1.1.3: Develop the Library and Learning Centre as a primary location for student life activities, both individual study and group, which centre on learning, study and research (a learning commons) More emphasis on information literacy Objective 1.2.1: Increase awareness and emphasis on transferable skills (critical thinking, literacy, information literacy, numeracy) A baseline report on each program that identifies the emphasis and an annual publication highlighting student employment successes (initial and career progression) Identification of transferable skills included in course outlines and curriculum development

5 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 LAC & Information Literacy: Chronology February 2006 Presentation: placing information literacy within the context of postsecondary education Resolution: That the Library Advisory Committee formally endorses the concept of information literacy as an educational goal at UCFV, and is committed to work together to promote this within the institution (D. Thomsom/S. van de Wetering) November 2006 Presentation: building a policy framework for information literacy February 2007 Resolution: That Library Advisory Committee Chair, Michelle Rhodes, will write a letter to the Chair of the University College Council, requesting that UCC initiate an institution-wide discussion on the articulation of key transferable skills, such as information literacy, as learning objectives across the curriculum. (S. Marsh/C. Isaac) April 2007 LAC Motion: That UCC directs all departments to identify ways in which information literacy learning outcomes can be incorporated within their course programming, and that the integration of those outcomes be evaluated as part of the program review process. (K. Isaac/M. MacDonald) Motion defeated, BUT: –There was discussion, raising awareness. –Dianne Common was there, and generally supportive. –Seen as one of a core set of transferable skills, common to all programs (which is where we want it).

6 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Workforce Readiness* Competency is no longer the ticket to success, its the price of admission Applied of soft skills (e.g., ability to communicate, think creatively) now considered essential Must redefine success beyond acquiring of basic skills and include assessments for teamwork, civic involvement, professionalism, communication, analytical thinking Must invest early and often to develop a love of life- long learning * Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135

7 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 UCFV: Generational Profile

8 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 > 64%* of our student population = Millennials * Data from the 2005/06 UCFV Fact Book

9 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Millennial Mindset* 1.Computers are not technology 2.The Internet is better than TV 3.Reality is no longer real 4.Doing is more important than knowing 5.Learning more closely resembles Nintendo than logic 6.Multi-tasking is a way of life 7.Typing is preferred to handwriting 8.Staying connected is essential 9.There is zero tolerance for delays 10.Consumer and creator are blurred * Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47.

10 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Consider this… Based on the latest research in neurobiology, there is no longer any question that stimulation of various kinds actually changes brain structures and affects the way people think, and that these transformation go on throughout life. The brain…can be, and is, constantly reorganized. Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

11 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf So now we have a generation of students that is better at taking in information and making decisions quickly, better at multitasking and parallel processing; a generation that thinks graphically rather than textually, assumes connectivity, and is accustomed to seeing the world through a lens of games and play. More on the Millennials

12 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007

13 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007

14 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 College Students Perceptions…

15 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 College Students Perceptions…

16 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 College Students Perceptions…

17 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 College Students Perceptions…

18 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 College Students Perceptions…

19 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy

20 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy: Formation Information Skills Values & Beliefs Generic Skills Discipline or Topic - Problem solving - Collaboration & teamwork - Written & oral communication - Critical & creative thinking - Quantitative literacy (numeracy) - Integration of learning - Ethical reasoning - Civic responsibility & engagement - Intercultural knowledge & actions - Propensity for lifelong learning - Information seeking / inquiry - Information use - Information technology fluency Information Literacy

21 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Information Literacy: Practice Textual Site Social Site Corporeal Site Context -Observation of practice - Rehearsal - Narrative - Technical & training manuals - Administrative documents - Policies, procedures - Institutional discourse - Standards for performance & conduct - Community membership & identity - Actions, values, beliefs, & emotions - Communities of practice Information Literacy

22 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 5 Dimensions of Higher Learning DeclarativeContent Knowledge ProceduralSkills ConditionalApplications ReflectiveSelf-awareness & Empathy MetacognitiveSelf-management

23 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Blooms Revised Taxonomy Remember Retrieve, recognize, and recall relevant knowledge from long-term memory Understand Construct meaning from oral, written, and graphic messages; explain information or concepts Apply Carry out or use a procedure; use information in new ways Analyze Break material into constituent parts, determine how the parts relate to one another and to an overall structure or purpose Evaluate Make judgments based on criteria and standards; defend concept or idea Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

24 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Models for ILAC Model 1: Stand-Alone Students take a required course (or set of courses) to provide a base of knowledge & skills Formal learning opportunities in other courses reinforce general skills & concepts, relate them to specific disciplines Model 2: Infusion* Sequential progression of learning opportunities linked to a core curriculum across academic programs or disciplines Reinforced through program design IL is key learning outcome at course level Course professor provides regular & progressive activities & assignments IL instruction from professor, or jointly shared by professor and librarian IL skills assessed along with subject content and other generic skills

25 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 The Infusion Model Provides opportunities for experiential, interactive, authentic learning games simulations online resources to support tasks & assignments group learning contextualized skill development Progressive, laddered Recursive Explicit embed + integrate + supplement contextualized recursive learning

26 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 IL & the UCFV Library Mandatory orientations & seminars CMNS 125, CMNS 155, ENGL 105 ½-hour library tour (Weeks 2-4) Required take-home assignment (library catalogue, article index, library services & organization) 1.5-hour assignment-focused seminar –required for ENGL 105 –by instructor request for CMNS 125 & 155 –students have been introduced to assignment, selected topic, and done some initial research 2006/07: 74 tours, 42 seminars BIO 111 seminars 1.5-hour seminar, Week 1 lab Focus on scientific communication, scholarly literature Assignment linking popular and scholarly literature 2006/07: 18 seminars Seminars for other UCFV courses Not consistent, ad hoc By instructor request 2006/07: 118 seminars

27 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 IL & the UCFV Library, contd Departmental orientations Focus on disciplinary resources –Social Work –Nursing –Practical Nursing –Criminology (graduate students) Specialized Workshops 2006/07: RefWorks, 20 workshops Teacher Education Program (since April 2007) Dedicated librarian (0.5 FTE appointment as TEP faculty) Teaches course on educational technology & social justice Extended Reference Appointments By student request New model for Fall 2007, introduced beginning of October 13 requests to date

28 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Stage 1 CMNS 125, CMNS 155, ENGL 105 Stage 2 CMNS 155, ENGL 05 Stage 3 Gateway Courses (1xx, 2xx) Stage 4 Upper Division Courses (3xx, 4xx) Stage 5 Capstone Goals Introduce library facilities, policies, services Introduce library catalogue and indexes Introduce different types of information formats Build skills in searching specific tools Learn to choose appropriate information formats Apply critical thinking and evaluation Introduce students to communication and inquiry within a discipline Practice disciplinary communication Application of general skills and knowledge within new context Practice disciplinary communication Practice analysis and synthesis skills Apply critical and creative thinking skills Solidify disciplinary writing skills Practice synthesis Apply self-evaluation skills Demonstrate understanding of own learning and development Activities Library tour early in term Orientation to resources needed for specific assignment Takes place after introduction of research assignment Introduction to the discipline: communication, structure, inquiry Reaches all students in the discipline More advanced inquiry within the discipline Reaches degree- seeking students Large, integrative project Final project in degree program Metacognitive elements Assignments Orientation exercise/ tutorial introducing library catalogue and general periodical index Annotated bibliography Basic research report/paper Discipline-specific formats (e.g., lab reports, ethnographies, interviews, literary criticisms, performance or book reviews) Parts of research papers (e.g., literature review, problem statement) Collaborative research papers Research papers Posters Discipline-specific formats Collaborative service learning project Research paper Learning portfolio Service learning project Assessment Still to be developed; potential tools include rubrics, online evaluations, formative assessments throughout assignments (e.g., constructive feedback), peer evaluation, etc. UCFV Library: Framework for IL

29 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Whats in a Research Paper? Discipline Knowledge understanding communication practices within a discipline knowledge of whats current within a discipline or course context what is a researchable topic within the discipline Resource Knowledge range of information sources and formats, and their purpose/use –academic/scholarly vs. trade/professional vs. popular –primary vs. secondary Searching Skills determining vocabulary selecting appropriate resources and anticipating best results Documentation Skills documentation styles quoting vs. paraphrasing vs. summarizing knowing when to cite Epistemological Skills choosing best sources for paper –understanding and being able to apply criteria to determine authority, objectivity, currency, quality comparing and evaluating differing viewpoints applying logical reasoning (rhetoric)

30 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Framework & Process for ILAC

31 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Characteristics of a Successful Framework Linked to goals and educational philosophy of institution (see UCFV Strategic Plan, Mission, Vision) Receives library and administrative support and financing Engages discipline and library faculty in a common goal of information literate students Relies on a set of IL standards to establish curriculum and assess learning Consists of a sequential progression of learning opportunities linked to a core curriculum across academic programs or disciplines Assesses learning at all levels: pre- and post at the institutional, program/discipline, and course level Enjoys a sustained infrastructure of staffing and technical support

32 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Policy & Practice

33 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Building a Framework Institutional Learning Outcomes Program Learning Outcomes Curriculum Mapping Course Development Assignment Development Assessment Faculty Support

34 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Institutional Learning Outcomes What does a UCFV-educated person look like? Breadth requirements Intellectual & practical skills –including information literacy Individual & social responsibility (values, attitudes)

35 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Program Learning Outcomes What does a graduate of my program look like? Knowledge Skills Attitudes Operationalize institutional learning outcomes Breadth requirements Intellectual & practical skills Individual & social responsibility

36 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Curriculum Mapping Map program learning outcomes to individual courses required, elective Identify level at which each outcome is addressed introduced, reinforced, mastery novice, intermediate, expert Identify emphasis little/none, moderate, extensive Identify common assignments Identify assessment methods

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38 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Course Development Course learning outcomes operationalize program & institutional learning outcomes refer to curriculum map Address issues related to multiple sections assignments assessment faculty support

39 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Assignment Development Identify learning goals/outcomes Linked to course objectives Demonstrate knowledge and skills Identify tasks Correspond to one or more specific, important learning goals Adequately represent the skills (critical thinking, research, writing, etc.) you want students to develop Use authentic, enduring real-world tasks or problems that students will view as meaningful and relevant Use appropriate assignment framework (i.e., type of assignment) for defined tasks Include opportunities for student decision-making Develop clear directions Provide overview: what you want them to do and why Clearly state what student is to do Identify the skills/knowledge you want to elicit Write as directions, not questions Provide models or examples if format is unfamiliar to students Encourage high performance expectations Develop assessment criteria Linked to learning goals/outcomes State point value Describe &/or demonstrate how assignment will be evaluated (rubric) Establish deadline, optimal length Does spelling/grammar count? Plan learning interventions Evaluate each assignment task for needed intervention Determine who should provide intervention (you, librarian, writing centre, etc.) Schedule intervention(s)

40 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Learning Interventions Proficiency LevelsAcquisition Types E: Elementary Student requires a basic understanding of concepts and should be able to perform most of the relevant skills with little or no guidance D: Developmental Task-specific skills requiring direct and planned intervention P: Proficient Student must understand a number of specific concepts, would necessarily be able to demonstrate mastery of a broad range of specific skills, and should be able to apply them with no guidance C: Consequential Secondary-level skills learned as a result – or consequence – of direct and planned intervention A: Advanced Students exhibits a thorough understanding of an extensive array of complex concepts, understands the contexts within which they apply, and should be able to perform all relevant skills independently and at the highest level across a range of contexts A: Attitudinal Knowledge and concepts which underpin task- specific and secondary skills development that develop over time and with experience

41 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Assessment At all levels Institution Program Course Assignment Linked to outcomes Variety of methods Standardized assessments (ICT Literacy Assessment, SAILS) Learning assessments (course & assignment level)

42 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 Faculty Support Course resources syllabi assignments & exams textbook evaluations Department resources mentors in-service professional development course releases to support –course & curriculum redesign –scholarship of teaching & learning Institutional resources Teaching & Learning Centre librarians Instructional Skills Workshops Professional Development

43 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York: Longman. Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Retrieved February 2, 2006 from http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf Bundy, A. (ed.). (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Australian & New Zealand Institute for Information Literacy. Retrieved February 2, 2006 from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf Campbell, A., Amman, R., & Dieu, B. (2005). ELGG – a personal learning landscape [online]. TESL-EJ, 9(2). Retrieved October 24, 2007, from http://tesl-ej.org/ej34/m1.htmlhttp://tesl-ej.org/ej34/m1.html College students perceptions of libraries and information resources. (2005, December). OCLC. Retrieved October 24, 2007 from http://www.oclc.org/reports/perceptionscollege.htmhttp://www.oclc.org/reports/perceptionscollege.htm Connaway, L. S. (2007, June). Focusing on change: Connection to both millennials and baby boomers. Program presented at the Information: Interactions & Impact Conference, Aberdeen, UK. Retrieved October 23, 2007, from http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt Fitzwater, D., Geesaman, J., Gray, K., Kickels, C., Odberding, A., Payne, N., et al. (2003, August). Information literacy across the curriculum action plan. [College of DuPage]. Retrieved October 23, 2007, from http://www.cod.edu/library/services/faculty/infolit/actionplan.pdfhttp://www.cod.edu/library/services/faculty/infolit/actionplan.pdf

44 Information Literacy across the Curriculum: Putting Theory into Practice Colleen Bell, Information Literacy & Outreach Services Librarian / October 2007 References, contd Lloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly, 77, 181-198. McGlynn, A. P. (2005). Teaching millennials, our newest cultural cohort. The Hispanic Outlook in Higher Education, 16, 19-20. A multi-dimensional framework for academic support. (2005, January 4). University of Minnesota Libraries. Retrieved October 23, 2007, from http://www.lib.umn.edu/about/mellon/http://www.lib.umn.edu/about/mellon/ Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47. Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdfhttp://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135http://www.conferenceboard.ca/documents.asp?rnext=2135


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