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A Presentation to the UCFV Library Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007 Information Literacy across the Curriculum.

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

1 A Presentation to the UCFV Library Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007 Information Literacy across the Curriculum An Introduction

2 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Agenda 1.Information Literacy  Definitions  Information Literacy across the Curriculum (ILAC)  IL & Library Instruction (so far) 2.Context  UCFV  LAC  Environmental Scans 3.Library Services & ILAC

3 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Part 1: Information Literacy (IL)

4 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November IL in the Postsecondary Context 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 (Bundy, 2004; AACU, 2005)

5 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November IL in the Workplace Context Textual Site Social Site Corporeal Site Context - Observation of practice - Rehearsal - Narrative - Professional skills & abilities - 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 (Lloyd, 2007)

6 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November IL Standards □American Library AssociationAmerican Library Association  Information Literacy Competency Standards for Higher Education (2000) –Standard One: Awareness ●I.2.c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) –Standard Two: Access ●II.4.b. Identifies gaps in the information retrieved and determines if the search strategy should be revised –Standard Three: Evaluation ●III.5.a. Investigates differing viewpoints encountered in the literature –Standard Four: Use ●IV.1.c. Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance –Standard Five: Ethics ●V.2.c. Complies with institutional policies on access to information resources □ANZIIL (Australia & NZ), SCONUL (UK & Ireland)ANZIILSCONUL □IL in the DisciplinesIL in the Disciplines

7 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November What’s in a Research Paper? □Discipline Knowledge  understanding communication practices within a discipline  knowledge of what’s 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  critical thinking –understanding and being able to apply criteria to determine authority, objectivity, currency, quality  comparing and evaluating differing viewpoints  applying logical reasoning (rhetoric)

8 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November IL across the Curriculum 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 * = recommended model

9 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 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

10 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November IL & the UCFV Library (so far) □Mandatory sessions  CMNS 125 & 155: tour & take-home assignment, seminar on instructor request  ENGL 105: tour & take-home assignment, required seminar  2006/07: 74 tours, 42 seminars □BIO 111  2006/07: 18 seminars □Other UCFV courses  2006/07: 118 seminars □Departmental sessions  2006/07: Social Work, Nursing, Practical Nursing, Criminal Justice (master’s) □Specialized workshops (50 minutes)  2006/07: RefWorks, 20 workshops 98% of tours & 60% of all sessions take place in first 4 weeks of fall & winter semesters □Teacher Education Program (new, Apr. 2007)  1.0 FTE Librarian shared between TEP and Library  Teaches required course □Extended Reference Appointments (new, Oct. 2007)  20 requests as of Nov. 6

11 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Embed, Integrate, Supplement □Embed  BIO 111  BUS 100 □Integrate  ENGL 105  Other courses by instructor request □Supplement  CMNS 125  CMNS 155  Departmental orientations  Extended reference  Tutorials  Workshops

12 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Stage 1 CMNS 125, CMNS 155, ENGL 105 Stage 2 CMNS 155, ENGL 105 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 Potential tools include rubrics, online evaluations, formative assessments throughout assignments (e.g., constructive feedback), peer evaluation, etc. UCFV Library: Framework for IL

13 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November And Speaking of Vocabulary… Orientations

14 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November A New Vocabulary Library Instruction Seminars Workshops Tours Tutorials One-on- One

15 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Part 2: The Context

16 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 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

17 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Library Advisory Committee □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).

18 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Workforce Readiness □Competency is no longer the ticket to success, it’s 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, 2006)

19 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Generational Profile of UCFV

20 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Generational Profile of UCFV

21 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November > 64% of our student population = Millennials 2005/06 UCFV Fact Book

22 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 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, 2003)

23 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 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, 2001)

24 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November “ ” (Prensky, 2004) 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. …And This

25 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November College Students’ Perceptions Library = BOOKS (and it’s a good place to study or hang out) (OCLC, 2005)

26 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November Part 3: Library Services & ILAC

27 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November What’s Ahead for Us □Library 2.0  Simpler search interfaces –More like Google –Faceted browsing (vocabulary discovery, guided navigation)Faceted browsing –Federated searching (only better!)  Social networking tools –FolksonomiesFolksonomies –RSS feeds –User-submitted content: (feedback, reviews)User-submitted content: –Personalization & customizationPersonalization & customization □“Anytime, Anywhere”  Support for wireless, PDAs, other devices  Tutorials, podcasts □Flexible, modular spaces  Accommodate rhythms of the academic term  Comfortable, inviting, open  Collaborative spaces  Spaces for individual study □Game-based learning □Student involvement in decision-making □More flexible staffing models

28 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November References Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Retrieved February 2, 2006 from 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 College students’ perceptions of libraries and information resources. (2005, December). OCLC. Retrieved October 24, 2007 from 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 Lloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly, 77, Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from %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 Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from


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