1. Collaborative Integration of Information Literacy: A Progress Report from General Chemistry Course
Jung Oh
Associate Professor of Chemistry
Department of Arts, Sciences and Business
College of Technology and Aviation
Kansas State University-Salina

2. Information Literacy (Fluency) Faculty and Librarian Partnership
Jung Oh, Ph.D.
Associate Professor of Chemistry / General Chemistry
Judy Collins. Ph.D.
Assistant Professor of English / Technical Writing
Beverlee Kissick. Ph.D.
Director of Libraries, Sociology/Educational Technology
Alysia Starkey, MLS
Technical Services/Automation Coordinator

3. Background One of nine K-State University Colleges
College of Engineering Technology and Aviation
Associates and Bachelors degrees
Approximately 1,000 students
Introductory / General Chemistry Courses
mechanical and electronic/computer
engineering technology
elective natural science courses
UGE (University General Education) course
To incorporate an active learning environment and
an opportunity for students to connect ideas
Bev
August 2, 2006
BCCE Oh

4. What is Information Literacy (Fluency)?
“Set of abilities requiring individuals to recognize when
information is needed, and have the ability to locate, evaluate,
and use effectively the needed information.”
American Library Association (ALA) Definition of IL
“It is a prerequisite for participating effectively in the Information Society and part of the basic human right of life long learning."
US National Commission on Library and Information Science, 2003
“ may be seen as a process; as an amalgam of skills, attitudes
and knowledge; as the ability to learn; or as a complex of ways
of experiencing information use.”
Bev
Bruce, C. (August 2000). Information literacy programs and research:
an international review, Australian Library Journal, 49,
August 2, 2006
BCCE Oh

5. ACRL’s Characteristics of Successful Info Lit (IL) Campuses
ACRL’s Characteristics of Successful Info Lit (IL) Campuses Association of College and Research Libraries
IL is a learning issue not a library issue
Strong partnership between librarians and faculty
in planning and implementing IL curriculum
IL integration into student learning outcomes
Assessment on progress
IL skills institutionalized across the curriculum
Bev
August 2, 2006
BCCE Oh

6. Standards for Science, Engineering/Technology by ALA/ACRL/STS on IL for Science & Engineering/Technology, 2006
IL literate students
determines the nature and extent of the information needed.
2. acquires needed information effectively and efficiently.
evaluates the procured info- and its sources, decides whether or not to modify the initial query and/or seek additional source and whether to develop a new research process.
understands the economic, ethical, legal, and social issues surrounding the use of info- and its technologies, uses info- effectively, ethically, and legally to accomplish a specific purpose.
understands that IL is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.
Bev
August 2, 2006
BCCE Oh

7. The Characteristics of Effective Information Literacy Assignments
Originate from course subject matter
Show students the purpose of research and its benefits
Emphasize analysis of issues over answers
Assist students with planning,
before /during information retrieval
Provide opportunities for feedback throughout the process from instructor, peer, librarian
Introduce competencies in stages
Discuss the process, not just the project (encourage transfer of skills)
Bev
Werell, E.L. and Wesley, T.L. (1990).
Promoting Information Literacy through a faculty workshop
Research Strategies, 8(4),
August 2, 2006
BCCE Oh

8. Information Literacy Assessment
At least four levels assessment of IL
library, classroom, on campus, beyond the campus
Importance of not separating IL from the overarching goals of education and the overall assessment of students learning
Do students have technical, conceptual and critical thinking skills of IL to succeed their profession?”
Bev
Iannuzzi, Patrcia (1999)
We Are Teaching, But Are They Learning: Accountability Productivity, and Assessment Journal of Academic Librarianship, Vol. 25, No .4 (1999): 304-5
August 2, 2006
BCCE Oh

9. IL integration into general chemistry course
responsibility faculty and librarian
collaborative partnership
content assignments focusing
on concepts and process
teaching methods facilitate and guide
assessment competency
Bev
August 2, 2006
BCCE Oh

10. Partnership Development
Instructor and librarian individual approach for IL
Building Instructor and Librarian partnership
Library In-service lecture
Chemistry Section Guide for resources
Technical Writing Course student collaboration
Strengthening/expanding partnership
Assignment and process revision
Writing Center collaboration
Integrating partnership
Lecture on IL by instructor
Follow-up individual consultation by librarian
Bev
August 2, 2006
BCCE Oh

11. Students Interact with
Course Instructor
Assignment guideline, lecture on IL
Librarians
In-Service guest lecture/face to face consultation
Writing Center faculty/staff
Report consultation
Peers from same/different course
Chemistry / Technical Writing
Integration of Technology – Virtual Team
Bev
August 2, 2006
BCCE Oh

12. General Chemistry Assignment
I. Pre-lab activity for “Chromatography” lab
Search for information about chromatography using
database, internet, and/or print references. Find out
how chromatography is used in your field.
Report on “Chemicals in Everyday Consumer Product”
Search for information about the active ingredient chemicals in your favorite consumer products, using reliable sources. Reflect as information literate consumer.
August 2, 2006
BCCE Oh

13. Chromatography Pre-Lab Assignment
Section I: Explain your search path:
What search engine or database did you use?
Explain the steps you followed.
What key words did you type in?
How did you narrow your search?
Was the site/source that you started useful for your purpose? Why or why not?
How did you select the sources you used?
August 2, 2006
BCCE Oh

14. Chromatography Pre-Lab Assignment
Section II: Indicate the time spent, separately,
on search and writing:
How many hours did you spend on searching
and evaluating information?
How many hours did you spend on writing and
revising your report?
Section III: Write a summary of researched information
and explain reasons for choosing sources:
What criteria did you use to select each source?
How many total sources did you select from?
How did you decide which sources were useful?
Explain why.
August 2, 2006
BCCE Oh

15. Chromatography Pre-Lab Assignment
Section IV: Reflect on your learning experience:
What did you learn about in terms of
subject (chromatography),
discipline (chemistry),
information management, and/or
time management?
How would you manage your time differently if you did this again?
What advice would you give to another student?
What do you think of chromatography and its application for
your life?
August 2, 2006
BCCE Oh

16. Chemicals in Everyday Consumer Product
Section I: Consumer Products and Active Ingredients
Choose one of your favorite everyday consumer products.
Select one or two “active ingredient” chemicals.
Present the product name and active ingredients name.
Briefly describe why you have chosen a certain product.
Bev
August 2, 2006
BCCE Oh

17. Chemicals in Everyday Consumer Product
Section II: Active Ingredient Chemical Information
Provide chemical name, formula and/or structure of
the active ingredient chemicals.
Investigate the properties and functions of these chemicals.
Explain major uses and applications of these chemicals.
List other consumer products containing these chemicals.
Evaluate benefits and precautions when using products
containing these chemicals.
Bev
August 2, 2006
BCCE Oh

18. Chemicals in Everyday Consumer Product
Section III: Information Evaluation
Indicate whether the information comes from reliable
resources or organizations and why they are reliable.
Indicate what criteria you used to select information, how you decided which sources were useful and why you did (or not)
use certain sources after researching information.
Section IV: Reflection as information literate consumer
Describe information about the product/the active ingredient
that you did not know before this assignment. Describe any
change that you might make when using the consumer product
after this assignment.
Bev
August 2, 2006
BCCE Oh

19. Database use before & after IL Curriculum
February February 2005
InfoTrac Retrievals InfoTrac Retrievals
InfoTrac Searches InfoTrac Searches
Expanded Academic Expanded Academic
Retrievals Retrievals
Expanded Academic Expanded Academic
Searches Searches
Bev
August 2, 2006
BCCE Oh

20. IL component perception:
What does the term “Information Literacy” mean to you?
(Mark all that apply.)
Fall Fall Spring 2006
Library CHM CHM 100 pre and post survey
(N= 373) (N= 30) (N=27)
36.7% % % A Library Instruction
47.7% % % B Computer Literacy
40.8% % % C Critical Thinking
36.2% % % D Communication
19.0% % % E Ethics
33.5% % % F Lifelong Learning
Bev
August 2, 2006
BCCE Oh

21. IL perception: Spring 2006 pre-survey
I do expect assignment that requires searching information as part of CHM 110 course work.
4 very somewhat 9 not very 2 none
I am comfortable to search information when an instructor does not give references.
11 very 12 somewhat 3 not very 1 none
I am comfortable to evaluate the web resources.
14 very somewhat 3 not very 1 none
I am comfortable to use database for my assignment effectively.
11 very somewhat 4 not very 1 none
I am comfortable to use my source with proper citation.
12 very somewhat 4 not very 1 none
I agree that lectures on databases and advanced internet search
would be beneficial for my undergraduate learning experience.
7 very somewhat 3 not very 2 none
I agree that class periods designated for lecture for Information Literacy
in Chemistry course were worthwhile.
5 very somewhat 5 not very none
Bev
August 2, 2006
BCCE Oh

22. “Chromatography” Reflections
Student: Self-statement on the time spent for “Chromatography”
average time spent for the assignment
hours
hours Library In-Service Lecture
hours IL lecture by faculty
Library face to face consultation Writing Center consultation
Instructor observation
quantity of cited references and quality of search path
and resources show improvement
Bev
August 2, 2006
BCCE Oh

23. Student Survey at the end of semester
Spring 2004 General Chemistry (CHM11) Student Survey
Q. Library Inservice lectures on databases and
advanced internet search were beneficial.
44% agreed or strongly agreed.
3.2 in 1-5 scales with 5 as strongly agreed.
Q. Class periods designated for library lectures for Information
Literacy were worthwhile.
45% agreed or strongly agreed.
Bev
August 2, 2006
BCCE Oh

24. Students’ reflection
“- Doing the research before gave me a good idea of the procedure and the daily life applications of chromatography”
“- I also learned a great deal about writing a good lab report in the many revisions we did on our reports.”
“ - My initial thoughts of chromatography and electronics were that the only correlation would be manufacture of chromatography devices. I was surprised to find that the use of chromatography is becoming so instrumental in the reliability of electronic components and in particular semiconductor devices.”
“ - I prefer doing Internet searches, but I do know the limitations with that. For one, not all of the information can be trusted or are reliable. The one advantage of the Internet has over subscription-based databases is that information on the Internet can more current and up-to-date. The down side with that is that it is usually very “raw.” ---
Bev
August 2, 2006
BCCE Oh

25. Group Presentation (chemistry/technical writing courses)
Bev
August 2, 2006
BCCE Oh

26. Group Communication Pre-lab search (internet / database)
“ – Doing the research before gave me
a good idea of the procedure and the daily
life applications of chromatography”
Inquiry lab “—gave me a chance to almost be like a detective –”
Lab report
“- I also leaned a great deal about writing a
good lab report in the many revisions we did
on our reports.”
Bev
August 2, 2006
BCCE Oh

27. Students’ reflection Pre-lab search (internet / database)
“ – Doing the research before gave me
a good idea of the procedure and the daily
life applications of chromatography”
Inquiry lab “—gave me a chance to almost be like a detective –”
Lab report
“- I also leaned a great deal about writing a
good lab report in the many revisions we did
on our reports.”
Bev
August 2, 2006
BCCE Oh

28. Lessons learned
Recognize the importance of timing and tailoring of IL instruction.
Be flexible and enjoy the learning experience.
Don’t worry about making everything perfect the first time.
For librarian, remember it is the faculty member’s course.
For faculty, remember the librarian has a specific set of skills
that can complement your own.
Focus on integration.
Bev
August 2, 2006
BCCE Oh

29. Questions?
Thanks!
August 2, 2006
BCCE Oh