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Critical Thinking in Information Literacy Program Gabrielle Wong May 2010
Introduction This set of slides illustrates the connection between information literacy and critical thinking. It conveys the message that: Information literacy program can facilitate students’ intellectual development The understanding of students' intellectual development is important for librarians to design effective program To help students become life-long learners, and to highlight the value of library program in the context of university curriculum, it is important to make explicit the cognitive components in library teaching Active learning is a popular strategies in facilitating deep learning 2 Gabrielle Wong © 2010
Table of Contents Introduction Critical Thinking No single definition Bloom’s Taxonomy of Thinking Skills General Concept Critical Thinking in Information Literacy Critical Thinking and Information Literacy Student Development Four Cognitive Stages: Perry’s Model Relation to Critical Thinking Freshmen Implications to BI Active Learning What Why Information Literacy Teaching Promotion 3 Gabrielle Wong © 2010
Critical Thinking: No single definition Philosophers Psychologists Logical reasoning in analyzing and constructing arguments Problem solving process Reflective thinking that is focused on deciding what to believe or do 4 Gabrielle Wong © 2010
Bloom’s Taxonomy of Thinking Skills Evaluation Synthesis Analysis Application Comprehension Recall/Knowledge 5 Gabrielle Wong © 2010
Critical Thinking: General Concept A critical thinker uses “higher-order thinking skills”, such as analysis, synthesis and evaluation reasons well in evaluating and constructing arguments has high level of self-awareness is open-minded is well-informed consciously controls her strategy in problem solving possesses both skills and attitude to rational thinking 6 Gabrielle Wong © 2010
Critical Thinking in Information Literacy In the context of information literacy, critical thinking can be viewed as the ability to: be consciously aware of one’s information needs and options intentionally assess one’s effectiveness and appropriateness of search strategies, information selection and use 7 Gabrielle Wong © 2010
Critical Thinking and Information Literacy Information Literacy Critical Thinking Critical thinking skills and attitudes are necessary for being information literate Being information literate is essential for critical thinkers 8 Gabrielle Wong © 2010
Student Development University students are not mature adults as we expect Understanding their intellectual growth helps us look at our teaching from their perspectives 9 Gabrielle Wong © 2010
Four Cognitive Stages: Perry’s Model 4. Commitment – confident life-long learner 3. Relativity – understand the complexity of knowledge; recognize the needs to reason 2. Multiplicity – realize differences in points of view 1. Dualism – see the world as right or wrong, black or white; have little awareness of the complexity of knowledge 10 Gabrielle Wong © 2010
Relation to Critical Thinking students at higher stages naturally use higher-order thinking skills more often learning critical thinking helps them to move on to higher stages 11 Gabrielle Wong © 2010
Freshmen Studies found that 1 st -yr students are mostly dualistic: right/wrong; model answer textbook is facts instructors have the authoritative answers hard to understand different points of view They cannot understand why one needs to consult different sources (“Google already gives me THE answer”) the importance of evaluating information (“aren’t they all the same?”) 12 Gabrielle Wong © 2010
Implications to BI Much of ACRL standards require/assume students to be at Stage 3 or 4 that our students do not get to even when they graduate. Our teaching should target at students’ developmental stages help them move on to higher stages 13 Gabrielle Wong © 2010
What is Active Learning Based on the constructivist idea: Knowledge is a personal construction, created by individuals as they question, experiment and experience New knowledge is constructed and built on previous knowledge Learners take an active role in learning while the instructor serves as a facilitator or guide Concepts follow action, not precede it; activity leads to concepts 14 Gabrielle Wong © 2010
Why Adopt Active Learning Active pedagogy is more effective than lecture, especially for teaching information literacy using a conceptual approach Many studies indicate that active learning increases student achievement and interest It impacts the affective domain, provides opportunities for teachers to attend to student attitudes It lets students practice, test and refine their thinking skills as they prepare for further challenges 15 Gabrielle Wong © 2010
Information Literacy Teaching Direction to explore more concept-based than skill-based move from lecture type to active learning plan the thinking skills involved in class activities; guide students to move from lower- to higher-order tier teaching themes according to students’ year of study consider the development in “affective domain” (feelings and attitudes) 16 Gabrielle Wong © 2010
Information Literacy Promotion No one in university campus understands information literacy better than librarians Critical thinking is a highly sought-after graduate attribute Emphasizing the thinking element in an IL program can help the university community see the library’s role in facilitating students development 17 Gabrielle Wong © 2010
Your Comments, Questions and Suggestions are most Welcomed Gabi Wong (firstname.lastname@example.org)email@example.com The Hong Kong University of Science and Technology Library
Tutor Skills Training What is Critical Thinking?.
G.A.T.E. Open House Mrs. Gibeault Lamping Elementary School.
Critical Thinking Skills Academic Support Unit Adapted from: Practicing College Learning Strategies 3 rd edition Carolyn H. Hopper.
Revisiting Information Literacy at AGGS
MYP (Middle Years Programme). m7oU.
Understanding Depth 0f knowledge
1 Welcome to Module 1 Principles of Mathematics Instruction.
Intellectual Challenge of Teaching
Curriculum, Instruction, & Assessment
Principles of High Quality Assessment
6 th Grade 2013 INTRODUCTION TO BLOOM’S TAXONOMY.
Introduction to Bloom’s Taxonomy. The Idea Purpose ◦ Organize and classify educational goals ◦ Provide a systematized approach to course design Guided.
Jean Piaget ( ).
Formulating objectives, general and specific
Planning, Instruction, and Technology Pertemuan 9
Critical Thinking and Argumentation
Define critical thinking and discuss why it is an important topic to be addressed by today's educators. How is critical thinking similar to and different.
Jeanne M. Clerc, Ed.D. Western Illinois University (WIU) October 14, 2011.
True learning is based on discovery guided by mentoring rather than the transmission of knowledge John Dewey.
Writing Across the Curriculum (WAC) at Sojourner Douglass College Faculty and Staff Session One Saturday, November 9, 2013.
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