1. Information Literacy and Our Students A Presentation for Faculty at Philadelphia University Jordana Shane Paul J. Gutman Library

2. Today’s Program Examine results of a recent information literacy assessment of a sample of the freshmen class. Discuss information literacy in more detail. Conduct a “hands-on” exercise in creating assignments that promote information literacy.

3. How Information Literate Are Our Students? Literacy assessment conducted earlier this month. Survey instrument distributed to freshmen in several SGS courses. N=365 Scantron form analysis performed by Matt London.

4. Some Survey Findings Trouble distinguishing book and journal article citations (and citations in general). Better with library “jargon” (abstract, reference, microforms, periodical). Poor understanding of Internet tools and terminology. Slightly better in differentiating among library and internet resources. Many freshmen have attended at least one BI session!

5. Why Is Information Literacy a Concern? “I’ve been using just the Internet my whole time here and I’ve been doing fine.” “How do I find a book?” “I wish you had shown me how to find only the exact information I need (for this assignment).”

6. Information Literacy Promotes: Intrinsically motivated employees who can find information and make decisions that have bearing on their professional performances. Informed citizens that can critically evaluate the “information” being presented to them, in the face of such decisions as voting for a presidential candidate or buying a car.

7. What is Information Literacy? Technological or “Information Tool Literacy” – Hardware & Software, PC’s & E-Mail Resource Knowledge or “Library Literacy” – Books & Journals, Internet & Databases Information Literacy as a Research Process – Critical Thinking / Problem Solving – Writing a Paper – Determining a Market Trend

8. Information Literacy Also Includes: Information Organization and Management Skills – Software Communication Skills Ethical and Wise Use of Information – Documentation – Copyright and Fair Use – Creation of Knowledge: Who Benefits? Social and Socio-Economic Issues – Information Poor vs. Information Rich

9. University Outcomes: 1 & 2 Students will: Be able to identify and articulate their information needs Develop a knowledge base regarding the major formats, delivery mechanisms, and organizational structure of information resources

10. University Outcomes 3 & 4 Using this knowledge base, students will be able to identify and apply the resources and tools that are most appropriate for specific information problems Students will demonstrate the ability to critically and ethically apply information

11. Why Are We Doing This? To Address Your Concerns To Prepare Students for the Workforce To Create “Wise Information Consumers” To Ready Ourselves for Future Accreditations

12. How Does it Happen? Faculty Administrators LibrariansFaculty Collaboration is the key !

13. What Does This Mean to Me? Faculty are the Key – “Course-Integrated Instruction” (CII) – Assignment – Driven – Collaboration of Faculty and Librarians

14. What is Our Approach? “Tiered” Approach – Increasingly sophisticated demands – Demonstration of growing tool/resource knowledge and skill – Increased quality in end-products

15. Why a Tiered Approach? To Provide a Structured Framework – Formalized structure to impart IL – Target specific skills / competencies at specific levels Combat the pitfalls of CII – Redundant Instruction – Uneven Instruction Enable assessment

16. How Do I Help My Students Get From Here to There? Exchange success stories with colleagues Ask colleagues or librarians about different resources and technologies that can enhance student learning Incorporate different aspects of Information Literacy into class assignments

17. Assignment Exercise Break into groups with faculty from your school Critique the assignments for your school Improve the assignments Briefly present your “new and improved” assignments to us!