Presentation on theme: "Embedding Information Literacy into the curriculum Presentation for the CSU Tertiary Teaching Colloquium, Bathurst, June 2008."— Presentation transcript:
Embedding Information Literacy into the curriculum Presentation for the CSU Tertiary Teaching Colloquium, Bathurst, June 2008
Information Literacy To be information literate an individual must recognise when information is needed and have the ability to locate, evaluate and use effectively the information needed... Ultimately information literate people … know how to learn because they know how information is organised, how to find information, and how to use information in such a way that others can learn from them … American Library Association (ALA) Presidential Committee on Information Literacy (1989) Final Report. Chicago: The Association.
Why Educate in Information Literacy? –Information Literacy implied within CSU Graduate Attributes –Information Literacy integral to the development of lifelong learning –To equip students for academic learning –Move beyond the Google/Wikipedia mindset
Australian and New Zealand Information Literacy Standards 1.recognises the need for information and determines the nature and extent of the information needed 2.finds needed information effectively and efficiently 3.critically evaluates information and the information seeking process 4.manages information collected or generated 5.applies prior and new information to construct new concepts or create new understandings 6.uses information with understanding and acknowledges cultural, ethical, economic legal, and social issues surrounding the use of information
CSU Graduate Attributes build students’ capacity to contribute to their community and to the wider society. By the conclusion of their studies, students are able to: –demonstrate a broad overview of their field of knowledge –communicate effectively in a manner relevant to their discipline –demonstrate analytical skills, including the exercise of critical and reflective judgement –address unfamiliar problems –plan their own work –work as a team member –demonstrate a national and international perspective –demonstrate an understanding of, and commitment to, values-driven practice in their field of study that takes account of open enquiry, ethical practice, social justice, cultural diversity, reconciliation and environmental sustainability.
Embedding information literacy Achieving information literacy requires an understanding that such development is not extraneous to the curriculum but is woven into its content, structure, and sequence. Bruce, C. (1994) Information literacy blueprint, Qld: Griffith University, http://www.griffith.edu.au/ins/training/computing/web/blueprint/content_blueprint.html [accessed 30 May 2008]
Academics as Vital Agents … university academics … Dealing with the day-to-day, “real-world” pressures of teaching and learning, … are potentially vital agents for information literacy. Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty's conceptions of information literacy. Journal of Documentation, 63(2), p. 205
The Embedding Process Recognise the need for Information/Academic Literacy training Own the process Think ahead Discuss options with Information Librarian Collaborate with Library, EDs and LSAs to set up Run program Evaluate outcomes Review and revise
Library Resources for embedding Three levels of embedding: In Interact subject site: On-line, teach yourself research skills tutorials for self paced learning In an assignment: Tail ored and assessable database tutorials for contextualised research skills training In whole subject: ILIC (Information Literacy in Context) program
Library Contacts Miranda Mariette Information Literacy Coordinator Ph: 86163 email@example.com Vanessa Salway Team Leader, Information & Liaison Services, Bathurst and Orange Ph: 84486 firstname.lastname@example.org Lisa Griffin Team Leader, Information & Liaison Services, Wagga and Albury Wodonga Ph: 32050 email@example.com
References American Library Association (ALA) Presidential Committee on Information Literacy (1989) Final Report. Chicago: The Association.Final Report Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty's conceptions of information literacy. Journal of Documentation, 63(2), p. 205A phenomenographic study of English faculty's conceptions of information literacy. Brabazon, T. (2007). The University of Google : education in the (post) information age. Aldershot: Ashgate Publishing Limited. Bruce, C. (1994) Information literacy blueprint, Qld: Griffith University. http://www.griffith.edu.au/ins/training/computing/web/blueprint/content_blueprint.html http://www.griffith.edu.au/ins/training/computing/web/blueprint/content_blueprint.html Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework, principles, standards and practice (2 ed.). Adelaide: Australian and New Zealand Institute for Information Literacy.Australian and New Zealand Information Literacy Framework, principles, standards and practice Charles Sturt University, Division of Library Services, (2008) Vision, Mission and ValuesVision, Mission and Values Charles Sturt University, Division of Library ServicesDivision of Library Services Hamilton, L. (2008). Embedding Information Literacy into the Prehospital Care Curriculum. Journal of Emergency Primary Health Care (JEPHC), 6(1), 1-6.Embedding Information Literacy into the Prehospital Care Curriculum
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