1. Library Instruction in North America Library Orientation (before 1980) –Tour of library, instruction in using card catalog, print indexes, reference works Bibliographic Instruction (1980-90’s) –Librarians teach research skills related to class assignments (course integrated) –Librarians and teachers plan instruction together –Search strategies for online catalogs and databases –Single class session or research skills course (credit) –Classroom instruction for new students in first-year seminar By Eileen Saner, AMBS

2. Library Instruction in North America Information Literacy 1990’s to present “To be information literate, a person must be able to recognize when information is needed and to have the ability to locate, evaluate, and use effectively the needed information.” “Ultimately, information literate people are those who have learned how to learn…. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.” Information Literacy Competency Standards for Higher Education (Association for College and Research Libraries, 2000), http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

3. Associated Canadian Theological Schools Research Strategies Course by Bill Badke "A poorly planned research project will take three times as long to complete as you think it should. A well planned project will take only twice as long."-- Martin Raish Course Description A study of the basic strategies required for the effective researching of a wide variety of topics. Areas covered include topic viability, location of materials in several formats, computer database searching (including the Internet), reading strategies, note organisation, and the outlining and writing processes.

4. Research Steps (1) 1.Select a topic. 2.Gather background information by reading about the topic in a specialized encyclopedia (print or online) or textbook. 3.Develop a research question. 4.Find relevant, high-quality internet sites. 5.Search for books in the library catalog using keywords and established subject headings.

5. Research Steps (2) 1.Search for magazine and journal articles in online periodical databases. 2.Enter citations in bibliographic software. 3.Continue searching in other relevant online databases listed on the library website. Google Scholar 4.Practice evaluating internet websites.

6. Research Steps (3) 1.Analyze an online journal article. Summarize State thesis and major arguments Evaluate evidence and strength of arguments Are all sides presented fairly? Evaluate organization of the article Determine credibility of the author 2.Take Internet Detective online tutorial. http://www.vts.intute.ac.uk/detective/index.html http://www.vts.intute.ac.uk/detective/index.html 3.Write final paper.

7. Bill Badke’s Online Resources Bill Badke’s Online Research Strategies Course http://www.acts.twu.ca/lbr/research500.htm Resources for Information Literacy from William Badke –An entire page of links –Included in conference materials

8. Information Literacy Competency Standards for Higher Education 1.The information literate student determines the nature and extent of the information needed. 2.The information literate student accesses needed information effectively and efficiently. 3.The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4.The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 5.The information literate student 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 (Association for College and Research Libraries, 2000), http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

9. Performance Indicators for each Standard Standard Two. The information literate student accesses needed information effectively and efficiently. Performance Indicators: 1.The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. 2.The information literate student constructs and implements effectively-designed search strategies. 3.The information literate student retrieves information online or in person using a variety of methods. 4.The information literate student refines the search strategy if necessary. 5.The information literate student extracts, records, and manages the information and its sources.

10. Outcomes for each Performance Indicator Standard Two. The information literate student accesses needed information effectively and efficiently. Performance Indicator 2. The information literate student constructs and implements effectively-designed search strategies. Outcomes a.Develops a research plan appropriate to the investigative method b.Identifies keywords, synonyms and related terms for the information needed c.Selects controlled vocabulary specific to the discipline or information retrieval source d.Constructs a search strategy using appropriate commands for the information retrieval system selected… e.Implements the search strategy in various information retrieval systems using different user interfaces and search engines… "Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians." American Library Association. 2006. http://www.ala.org/ala/acrl/acrlstandards/objectivesinformation.htm

11. How to use Information Literacy Standards Standard Two. The information literate student accesses needed information effectively and efficiently. Performance Indicator 2. The information literate student constructs and implements effectively-designed search strategies. Outcome e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines… Specific Skill #1 One Given a book citation, the student records the call number of the book in the AMBS Library. Specific Skill #2 Given a periodical citation, the student determines whether the item is available in the AMBS Library.

12. Using the Information Literacy Standards A framework for understanding library instruction in the context of educating students to be competent users and managers of information A broad educational goal that cannot be achieved by librarians alone A basic component of the school’s academic mission International recognition –International Federation of Library Associations and Institutions

13. International Federation of Library Associations and Institutions Information Literacy Section http://www.ifla.org/VII/s42/index.htm International Information Literacy Resources Directory –Curriculum resources submitted by registered users around the world. Open registration. –Resources categorized by topic and country of submission –Database Records Progress describes progress of directory by region.

14. Information Literacy and Theological Education Since early 2000, information literacy workshops at conferences of American Theological Library Association. Bill Badke and others have presented their programs, various models. 2004 Article in ATS* journal on information literacy by a librarian –http://www.pitts.emory.edu/publications/infolit.pdfhttp://www.pitts.emory.edu/publications/infolit.pdf June 2006 Bill Badke and other librarians present workshop on models for information literacy instruction at Conference for ATS* Academic Officers. September 2006, Guidelines for ATS* Accreditation –http://www.ats.edu/accrediting/HandbookSection9.pdfhttp://www.ats.edu/accrediting/HandbookSection9.pdf –Sample question for institutional self study ““How are students staff, and faculty provided with information literacy skills, including the use of information technology?” *Association of Theological Schools in the United States and Canada

15. Next Steps Use available resources (online) Learn from colleagues Shape programs to needs Develop your teaching skills Educate teachers and administrators –Interview teachers regarding assignments and expectations –Work with teachers who recognize that students need training –Influence accreditation standards

16. Eileen’s Recommended Program Pitts Theology Library Research Assistance –Candler School of Theology, Emory University, Atlanta, Georgia –Model program for information literacy in graduate theological education. http://www.pitts.emory.edu/RESEARCHASSIST/Infolit.html Douglas Gragg, Information Literacy in Theological Education. Theological Education, Vol 40:1 (2004) 99-111. http://www.pitts.emory.edu/publications/infolit.pdf John Weaver, Database and Search Engines for Lifelong Learning. A slide presentation from the 2006 ATLA Annual Conference that describes the instructional goals and content for four different instructional sessions: 1) Library Orientation Class, 2) Single Class in a Course, 3) Multiple Classes in a Course, 4) Library Workshop. http://www.pitts.emory.edu/ResearchAssist/DatabaseSearchEngines.ppt