1. Information literacy instruction and assessment : a collaborate design
Building writing intensive courses through the enhancement of students’ information research skills

2. WHY A COLLABORATIVE DESIGN?
Biggs (2003) explains that an integrated system reinforce learning (teaching and assessment).
Tyler (1949): “Is what he (student) does that he learns, not what the teacher does”
Nerz and Bullard (2006) denotes that we must move beyond “decoupled instruction which is quickly forgotten, to “just in time” needs based content”

3. Explanations
Tyler Learning takes place through the active behavior of the student
Linking information competencies to an assignment related to class material Instructor and librarians will move beyond

5. Student Learning Outcomes for Critical Issues in Community Health
Navigate library resources
Evaluate and select articles from journals, reference books, and websites
Summarize and synthesize resources in a five page paper written in drafts
Design an educational handout to accompany the oral presentation

6. Collaborative Work
Faculty and librarian plan four information literacy sessions
Hands on development and practice of information skills - students learn by doing
Coaching each step of the way
Student peer review and practice with classmates
Librarian and WAC fellow attend oral presentations

7. INFORMATION LITERACY Outcomes
Initial assessment of students’ library search skills
Instruction on the types of information sources and searching techniques
Students practice searching for information with individualized instruction from the librarian
Post-assessment for evaluation and planning

8. INFORMATION LITERACY Learning Activities
Pre- and post-assessment
Types of information sources, e.g. books, reference sources, journals, websites
Use of keywords in searching
Boolean operators in advanced searches, e.g. AND, OR, NOT
Writing an annotated bibliography
Selection and evaluation of websites

9. Explanations
Learning Activity 1: View a 4 minute video on “Types of Information Sources”. Students participate on finding and locating books in the library catalog after a detailed explanation of CUNY+ Catalog. Consider explaining the table BOOK LOCATION on the brochure. They will search for REFERENCE material as well.
Learning Activity 2: Students will identify all keywords related to the topic of their interest. Request several students to list some of the keywords found. Everyone attention in the process of listing the keywords is important.

10. explanations
Learning Activity 3: An overall lecture of the different relations between keywords and make emphasis on the purpose of the Boolean operators in an advanced search module.
Learning Activity 4: Students will complete a search using the keywords and review the results. Print an article of interest. Each student will consider a topic to search.
Learning Activity 5: Students will select a website from the list and complete the worksheet “What’s in a Web page?”

11. Collaborative Products
Library information resources reviewed by librarian and approved by professor
Draft and final five page paper
Draft and final educational handout
Oral presentation
Written reflection and personal assessment

12. students' reflections on the INFORMATION literacy sessions
“In the past, I dreaded research and left it for the last minute. When I needed articles, I would use Google.”
“I went back and used the written guidelines from the librarian for my APA citations and for my assignments for other courses.”
“I never knew what a journal article was, or how to evaluate a web site.”
“I showed my friend who attends St. John’s University how to navigate their library databases.”

13. Works cited
Biggs, J 2003, ‘Aligning teaching and assessing to course objectives’, in Proceedings of Teaching and Learning in Higher Education: New Trends and Innovations Conference, Univeristy of Aveiro, April.
Nerz, H., Bullard, L. (2006), "The literate engineer: Infusing information literacy skills throughout an engineering curriculum", 2006 ASEE Annual Conference Program: Advancing Scholarship in Engineering Education : Final Conference Program & Proceedings, June 18-21, Chicago, IL, American Society for Engineering Education, Washington, DC,
Tyler, RW 1949, Basic principles of curriculum and instruction, Univeristy of Chicago, Chicago.

14. Contact information
Professor Carlos Arguelles
Department of Library & Media Services
Kingsborough Community College – CUNY
2001 Oriental Blvd.
Brooklyn, New York 11235
Tel: