Information Literacy, the Library and Auburn The information literate student: determines the nature and extent of the information needed.

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Presentation transcript:

Information Literacy, the Library and Auburn The information literate student: determines the nature and extent of the information needed accesses needed information effectively and efficiently evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system uses information effectively to accomplish a specific purpose understands many of the ethical, legal and socio-economic issues surrounding information and information technology The ability to find, evaluate and use information

Information Literacy, the Library and Auburn Revision! Collaboration Library sessions/assignments Pedagogy Assessment The ability to find, evaluate and use information

how will we know it’s working? Toni Dean Instruction/Reference Librarian Auburn University Libraries CCCC 2011 Image credit: hongkiat.com

the “a” word assessment Image credit: Leo Reynolds

formative – “building blocks” ACRL Information Literacy Standards for Higher Education specific outcomes keywording

formative – what’s next? Image credit: library.uwf.edu

summative – “the big picture” information literacy piece rubric: Did they cite their sources correctly? Did they find, evaluate, and integrate scholarly sources correctly? Did the find scholarly articles using a subject specific database; a general database; the web?

tentative results Image credit: tressugar.com Image credit: flaminggeeks.com WEB LIBRARY DATABASES CITATIONS

but… Image credit: wrybaby.com

An Information Literacy and College Composition League Or How Using a Rubric Changed My Life and Taught Me How to Love Assessment Dr. E.D. Woodworth Auburn University at Montgomery 4Cs Atlanta, GA April 2011

Literacy League 1, World 0 AU Comp II and Information Literacy AUM’s QEP on WAC—PDQ Already had library instruction New Comp II themes and persuasion Information literacy needed IN class, too Rubric with Information Literacy WPA Outcomes Information Literacy Competency Standards for Higher Education Framework (Habits of Mind) Libraries are stewards of information—we must partner with them to help students navigate the complexity of our Information Age. Information literacy must be part of the “grade”—it must matter to us and to our students.

Literacy League 2, World 0 Outcomes—we all work toward Overall program goals Course objectives Purpose of a “paper” assignment Criteria—the details Rubrics—how the criteria breakdown What’s good What needs work What’s not okay One rubric does NOT fit all. Each time a project is created, a criteria list needs to be made—it needs to align with programmatic goals and transfer into a project rubric for revision and assessment guidelines.

Literacy League 3, World 0 Can’t meet all the standards in every recommended document written by every national association for every assignment… Pick some and move forward. Make the Information Literacy Standards your own—to meet your needs. Work with the librarians to make information literacy part of every writing class. Read the Information Literacy Competency Standards for Higher Education and find what you can do, what you need, adopt, adapt, attribute. Writing isn’t just about getting words on paper—never was.

The Greatness of a Crew, Club, Gang, Entourage, and Collaboration Literacy League Defeats the World. Working together can do great things for us: