1. Information Literacy – Your Library and You A Faculty Workshop “ Information & Technology Competency ”

2. Information Literacy Defined The ability to locate, evaluate and effectively use print and non-print information to become independent life-long learners Geared toward building information seeking skills so students can “ interact critically, knowledgeably, and fearlessly with electronic information systems ” 1 Focused on developing critical thinking and reasoning skills in conjunction with computer literacy as the student progresses through his/her academic career

3. Touro College Libraries Goals To focus on the needs of faculty in incorporating information literacy into your curriculum so that you can become facilitators in helping students use information resources effectively To develop an understanding of the student ’ s perspective and abilities to ensure that they learn the necessary skills to perform research at an acceptable level

4. Information Literacy Developments Library Instruction – increasing availability of information in electronic form, hands on workshops to facilitate learning Educational reform – greater use of active learning techniques (versus strictly lecture), movement to digital libraries

5. Developments - continued Student and Faculty Use of Learning Resources and Technology - increased capacity to deliver information to the desktop / remote access, EReserves, Blackboard EReservesBlackboard Assessment of Performance - student assessment based on use of information literacy skills in their coursework

6. The Information Literate Student… 1.Defines the nature and extent of information needed 2.Accesses needed information effectively and efficiently 3.Evaluates information and its sources critically and incorporates information into his or her knowledge base and value system 4.Uses information effectively to accomplish a specific purpose 5.Understands economic, legal, and social issues surrounding the use of information, uses information ethically and legally

7. Defines the nature and extent of information needed Confers with instructors, develops a thesis statement, explores general information sources. Identifies the purpose and potential audience of resources (Primary and Secondary Sources, and Scholarly, Trade, and Popular Materials)Primary and Secondary Sources Scholarly, Trade, and Popular Materials Broadens the information seeking process beyond local resources (e.g., inter-library loan, Web sites, video, audio) Clarifies, revises, or refines the question

8. Accesses needed information effectively and efficiently Identifies method (e.g., laboratory experiment, fieldwork) and investigates the scope, content, and organization of information retrieval systems Identifies keywords, synonyms, and related terms for the information needed and uses appropriate Search Techniques.Search Techniques Uses various search systems and classification systems (e.g., call numbers, indexes) - Visit the Touro College Libraries ’ Guides & Tutorials to review searching by subject area. Guides & Tutorials Assesses the quality, quantity, and relevance of the search results. Identify gaps in the information retrieved Selects the technology most appropriate for extracting and documenting the information

9. Evaluates information and its sources critically Reads text, selects main ideas, restates concepts in his or her own words, selects data, identifies source Evaluates the reliability, validity, accuracy, authority, timeliness, and point of view or bias Uses computers and other technologies (e.g., spreadsheets, databases, multimedia) for studying the interaction of ideas. Investigates differing viewpoints in the literature and determines whether to incorporate Participates in classroom/other discussions, electronic forums, online discussion groups: email, bulletin boards, chat rooms Determines if original information need has been satisfied or is additional information necessary

10. Uses information effectively to accomplish a specific purpose Organizes content so that it supports the purpose of the product (e.g., outlines, drafts, storyboards) and uses the Research & Writing Guide for assistance in writing a composition, a review, an essay, or a term / research paper Research & Writing Guide Integrates information including quotations and paraphrasing in a manner that supports the product Manipulates digital text, images, and data, transferring them from their original locations and formats to the new context Chooses a medium or format that best supports the purpose of the product and the intended audience

11. Understands many of the economic, legal, and social issues surrounding the use of information Identifies issues related to privacy and security in both the print and electronic environments Identifies issues related to censorship and freedom of speech Demonstrates an understanding of Intellectual Property, Copyright, and Fair Use ResourcesIntellectual Property, Copyright, and Fair Use Resources Participates in electronic discussions “Netiquette”, uses approved IDs and passwords to access information, and complies with institutional policies. Demonstrates an understanding of what constitutes Plagiarism Plagiarism Selects an appropriate Style Guide and uses it consistently to cite sourcesStyle Guide

12. Touro College Virtual Library Resources to assist you (www.touro.edu/library)Virtual Library The Library CatalogLibrary Catalog Magazine, journal, and newspaper articles EReserves Library policies and services Noodletools, TurnitinNoodletoolsTurnitin Propriety Databases Central Search eBooks Gray Literature Touro Digital CollectionsTouro Digital Collections Web & Search Sites (by subject)Web & Search Sites Syllabi Collections

13. Basic Appreciation Assignments 2 Have students explain what an information database is and how it is relevant for finding information Have students discuss the differences among various search engines Have students explain the difference between primary and secondary sources and popular versus scholarly work Have students interview an information professional about how computers have changed the way people access information Have students examine two online resources in the field of study and compare features

14. Literacy Assignments 3 Have students search for relevant information resources using the Web and compare what they retrieve with library databases Have students identify six articles from the library databases and obtain at least three full text articles, providing a full bibliographic citation Have students compare using a resource in print versus electronic format and discuss the pros and cons and similarities and differences of using each Have students retrieve statistical resources of relevance to their course and look for statistical trends and discuss the cause for those trends in writing

15. Library / Faculty Collaboration Information Literacy Workshop Library Instruction - training in online catalog and specialized databasesLibrary Instruction Creating and Evaluating Effective Library & Web Assignments - subject area specificCreating and Evaluating Effective Library & Web Assignments Faculty Training and Consultation - course integrated instruction.

16. Academic Computing Faculty and Technology - training courses and online registration formFaculty and Technology Computer Labs - schedulesschedules Technical Assistance - 212.463.0400, ext. 240 Blackboard (distance education courses)Blackboard

17. Additional Assistance Finding Web Resources - browse through subject directories, search engines, and deep Web resourcesFinding Web Resources Ask a Librarian - a Web-based reference service that helps libraries deliver reference services via emailAsk a Librarian Request Material Online - submit forms online to request Inter-library loan, or to request new acquisitionsRequest Material Online Directory - library locations, hours, personnelDirectory

18. Bibliography 1.Brodsky, Karen. "Information Literacy at Sonoma State University - A Six- Point Approach." Sonoma State University, Information Literacy. Aug.-Sept. 1998. Ruben Salazar Library. 12 May 2006. 2."Information Literacy and Writing Assessment Project:." University of Maryland University College Library. Apr.-May 2005. UMUC. 12 May 2006,. 3.Ibid. 4."Information Literacy Competency Standards for Higher Education." ALA American Library Association - ACRL. May 2006. American Libaray Association. 11 May 2006, http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm>. Middle States Association 5.Johnson, Kay, and Elaine Magusin. Exploring the Digital Library. 1 vol. San Francisco, CA: Jossey-Bass, 2005. 6.Eisenberg, MIchael B., Carrie A. Lowe, and Kathleen L. Spitzer. InformationLiteracy - Essential Skills for the Information Age. 2nd ed. 1 vols.Westport, CT: Libraries Unlimited, 2004.