1. Confluence in Information Literacy Lisa Baures Randall McClure Georgia Conference on Information Literacy Coastal Georgia Center Savannah, GA 6 October 2006

2. Thesis By examining the paradigm shift in the acquisition of research skills precipitated by the confluence of program accreditation, subject content, and information literacy standards, a viable framework from which to understand the ramifications and effects of confluence emerges. By examining the paradigm shift in the acquisition of research skills precipitated by the confluence of program accreditation, subject content, and information literacy standards, a viable framework from which to understand the ramifications and effects of confluence emerges.

3. Deconstruction of Thesis Statement or What does this entail? The examination process must: explore the phenomenon of confluence. explore the phenomenon of confluence. distinguish between the different types of library instruction. distinguish between the different types of library instruction. correlate/triangulate information literacy learning outcomes. correlate/triangulate information literacy learning outcomes. identify benefits to be accrued from correlation/triangulation. identify benefits to be accrued from correlation/triangulation. demonstrate implementation of correlation/triangulation. demonstrate implementation of correlation/triangulation.

4. Underlying Assumption The acknowledgement of information literacy as subject core content promotes the acquisition of information literacy skills both “vertically and horizontally” within the program curriculum. The acknowledgement of information literacy as subject core content promotes the acquisition of information literacy skills both “vertically and horizontally” within the program curriculum.

5. Definition of Confluence A flowing together; the junction and union of two or more streams or moving fluids A flowing together; the junction and union of two or more streams or moving fluids Of things: the action of flowing or coming together, of meeting or collecting in one place Of things: the action of flowing or coming together, of meeting or collecting in one place Online Oxford English Dictionary Online Oxford English Dictionary

6. Contributory Factors to Confluence Within the classroom environment, a shift in emphasis from teaching objectives to student learning outcomes has occurred. Within the classroom environment, a shift in emphasis from teaching objectives to student learning outcomes has occurred. The developments in educational technology have profoundly influenced the delivery of library instruction. The developments in educational technology have profoundly influenced the delivery of library instruction. Applications Applications electronic distribution of information electronic distribution of information distance/online education distance/online education Ubiquitous presence Ubiquitous presence prevalence of computers and internet access in the home and at school prevalence of computers and internet access in the home and at school 24/7 accessibility of information 24/7 accessibility of information The development of information literacy learning outcomes by various, and at times competing constituencies. The development of information literacy learning outcomes by various, and at times competing constituencies. Professional associations Professional associations Accrediting bodies Accrediting bodies Institutional programs (general education) Institutional programs (general education)

7. Different Types of Library Instruction Course Course Demonstrates the significance and importance of information literacy skills Demonstrates the significance and importance of information literacy skills Embedded Embedded Demonstrates how information literacy skills complement course content knowledge and skills Demonstrates how information literacy skills complement course content knowledge and skills Integrated Integrated Demonstrates how information literacy skills relate to course content knowledge and skills Demonstrates how information literacy skills relate to course content knowledge and skills Correlated or triangulated Correlated or triangulated Demonstrates how information literacy is course content Demonstrates how information literacy is course content

8. Implementation Components of Correlation/Triangulation Collaboration Collaboration Department and Program Faculty Department and Program Faculty Librarians Librarians Educational Technology Specialists Educational Technology Specialists Other Stakeholders Other Stakeholders Application of instructional design (Dick, Carey, & Carey, 2005) Application of instructional design (Dick, Carey, & Carey, 2005) Identify student learning outcomes Identify student learning outcomes Conduct instructional analysis Conduct instructional analysis Analyze learners and contexts Analyze learners and contexts Write performance objectives Write performance objectives Develop assessment instruments Develop assessment instruments Develop instructional strategies Develop instructional strategies Develop and select instructional materials Develop and select instructional materials Design and conduct the formative evaluation of instruction Design and conduct the formative evaluation of instruction Revise instruction Revise instruction

9. Learning Activity Correlate Association of College and Research Libraries (ACRL) information literacy and Council of Writing Program Administrators (WPA) student learning outcomes OR Correlate American Association of School Librarians (AASL) information literacy and Knowledge and Skills for University Success (KSUS) English Knowledge and Skills—part III Research Skills standards

10. Triangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Example Learning Object: Identify What Is Known—Student Learning Outcomes MSU General Education Competency Category 1: Communication, Part A: English Composition To develop writers who use the English language effectively and who read and write critically. Goal a. Students will be able to demonstrate and practice strategies for idea generation, audience analysis, organization of texts, drafting, evaluation of drafts, revision, and editing. (For this exercise, students will be able to demonstrate and practice strategies for idea generation.) WPA Outcomes Critical Thinking, Reading, and Writing Use writing and reading for inquiry, learning, thinking, and communicating ACRL Performance Indicators 1.1. The information literate student defines and articulates the need for information. a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information. 3.1. The information literate student summarizes the main ideas to be extracted from the information gathered. a. Reads the text and selects main ideas. b. Restates textual concepts in his/her own words and selects data accurately.

11. Triangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Example Learning Object: Identify What Is Known—Instructional Activity/Assignment Assignment Having completed the assigned reading, compile a list of known facts, issues, and ideas related to the general subject of the reading. When brainstorming, it is helpful to address the following questions as a point of reference or departure: Who?What?When?Where?How?Why? Submit the brainstorming activity (Word file) to the Module 1: Brainstorming folder in the dropbox.

12. Triangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Example Learning Object: Identify What Is Known—Instructional Activity/Assignment Brainstorming FactsConceptsIssues Who? What? Where? When? How? Why?

13. Triangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Example Learning Object: Identify What Is Known—Assessment Rubric Revised Bloom’s Taxonomy/Assessment Criteria DevelopmentalFoundationalComprehensive Remember & Understand Identify the topic of the assigned reading, as well as the cogent facts related to the topic as stated in the assigned reading. Apply & Analyze Identify the topic of the assigned reading, as well as the cogent facts and issues related to the topic as stated in the assigned reading. Evaluate & Create Identify the topic of the assigned reading, as well as the cogent facts, issues, and details related to the topic as stated in the assigned reading.

14. Implementation of Triangulation of ACRL/WPA/MSU Preliminary Research: Module 1 https://mavdisk.mnsu.edu/solisj/grant_project/te mp/flowchart_student.html https://mavdisk.mnsu.edu/solisj/grant_project/te mp/flowchart_student.html

15. Accrued Benefits of Correlation/ Triangulation Acknowledges and incorporates various professional, accreditation, and institutional information literacy standards Acknowledges and incorporates various professional, accreditation, and institutional information literacy standards Creates consistency with the mission, goals, and objectives of departments, programs, and the institution Creates consistency with the mission, goals, and objectives of departments, programs, and the institution Incorporates sound pedagogical practices Incorporates sound pedagogical practices Establishes a pedagogical foundation from which to promote collaboration among various constituencies Establishes a pedagogical foundation from which to promote collaboration among various constituencies Promotes matriculation of information literacy skills throughout a student’s academic program Promotes matriculation of information literacy skills throughout a student’s academic program Encourages periodic evaluation and review of information literacy instruction as core content Encourages periodic evaluation and review of information literacy instruction as core content

16. References American Association of School Librarians & Association for Educational Communications and Technology (1998). Information literacy standards for student learning: standards and indicators. Retrieved September 20, 2006, from http://www.ala.org/ala/aasl/aaslproftools/information power/InformationLiteracyStandards_final.pdf http://www.ala.org/ala/aasl/aaslproftools/information power/InformationLiteracyStandards_final.pdf http://www.ala.org/ala/aasl/aaslproftools/information power/InformationLiteracyStandards_final.pdf Association of College & Research Libraries & American Library Association (2000). Information literacy competency standards for higher education. Retrieved September 20, 2006, from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf http://www.ala.org/ala/acrl/acrlstandards/standards.pdf Conley, D.T. (2003). Understanding university success: a report from Standards for Success: a project of the Association of American Universities and the Pew Charitable Trusts. Eugene, OR: Center for Educational Policy Research. Council of Writing Program Administrators (2000). WPA outcomes statement for first-year composition. Retrieved September 20, 2006, from http://www.wpacouncil.org/positions/outcomes.html http://www.wpacouncil.org/positions/outcomes.html Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction (6 ed.). Boston: Pearson/Allyn and Bacon.

17. Questions?OrComments?