Information Literacy: Lingo or Opportunity for Learning? Jim Stenerson and Sarah Burns Feyl May Faculty Institute, 2004 Pace University.
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Information Literacy: Lingo or Opportunity for Learning? Jim Stenerson and Sarah Burns Feyl May Faculty Institute, 2004 Pace University
What is Information Literacy? How would you define or describe Information Literacy?
Information Literacy at Pace The Core Curriculum “Information Literacy and Research - Locate, evaluate and make efficient and ethical use of information resources.” Critical thinking Problem-solving Analysis Technological competency Effective writing and communication skills
One Formal Definition “Information literacy is a 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. Presidential Committee on Information Literacy. Final Report. Chicago: American Library Association, 1989.) Presidential Committee on Information Literacy. Final Report.
Myth of Information Literacy “Access to computers, computer application instruction, and library resources such as books, periodicals, and databases does not necessarily translate into information literate students. Students still need specific skills in order to become information literate.” Developing Research & Communication Skills, page 6.
Information Literacy Skills What skills do students need to become Information Literate?
Three “Interpretations” of Information Literacy The Big 6 Eisenberg and Berkowitz Information Literacy Competency Standards for Higher Education ACRL: Association of College and Research Libraries Information Power: Building Partnerships for Learning - The Nine Information Literacy Standards for Student Learning AASL: American Association of School Librarians
The Big 6 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed in order to complete the task (to solve the information problem) 2. Information Seeking Strategies 2.1 Determine the range of possible sources (brainstorm) 2.2 Evaluate the different possible sources to determine priorities (select the best sources) 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources
The Big 6 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) the information in a source 4.2 Extract relevant information from a source 5. Synthesis 5.1 Organize information from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process (efficiency)
Composite Sketch What are the capabilities and behaviors of an Information Literate student?
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 individually, or as a member of a group, uses information effectively to accomplish a specific purpose understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Information Literacy Competency Standards for Higher Education -ACRL
Independent Learning The student who is an independent learner is information literate and: pursues information related to personal interests, appreciates literature and other creative expressions of information, and strives for excellence in information seeking and knowledge generation. Information Power: Nine Information Literacy Standards for Student Learning - AASL
Social Responsibility The student who contributes positively to the learning community and to society is information literate and: recognizes the importance of information to a democratic society, practices ethical behavior in regard to information and information technology, and participates effectively in groups to pursue and generate information. Information Power: Nine Information Literacy Standards for Student Learning - AASL
Basic Tenets Know what you need (ACRL, Big Six) Locate and Access (AASL, ACRL, Big Six) Evaluate (AASL, ACRL, Big Six) Use information, organize and synthesize (AASL, ACRL, Big Six) Do so ethically and legally (AASL, ACRL)
Learning Activities What activities and assignments do you currently use to develop Information Literacy skills? Dare we ask – how do you assess achievement of these skills?
One more thing… What does Middle States want? As of 2002, Middle States requires that each institution demonstrates that it is developing students’ Information Literacy skills throughout the curriculum. How will Pace go about this? Read the Executive Summary of the Middle States publication Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum online: h ttp://msache.org/msache/content/pdf_files/devskill.pdf
Links Information Literacy Competency Standards for Higher Education http://www.acrl.org/infolit Information Power: Building Partnerships for Learning - The Nine Information Literacy Standards for Student Learning http://www.ala.org/ala/aasl/aaslproftools/ informationpower/informationpower.htm The Big 6 http://www.big6.com/
Contact Information Jim Stenerson, email@example.com (914) firstname.lastname@example.org Sarah Burns Feyl, email@example.com (914) firstname.lastname@example.org