1. Information Fluency Starting the Conversation Between the FIT Team and the E-Learning Team @ the University of New Brunswick and David G. Brown, Wake Forest University September 26, 2000 8:00 AM

2. Metaphors for Achieving Information Fluency Use a library--23 Drive a car--13 Write an essay--10 Speak French--8 Give a speech--6 Check the two that for you come closest! Play tennis--4 Program a VCR--3 Name State Capitals--3 Pass drivers’ exam--1 Understand tennis--0

3. Components of Information Fluency Evaluate materials on the web & in print--40 Know where to get help when stumped--39 Find materials on the web & in print--39 Recognize the perishability of information--35 Organize information against hypotheses--35 Place information on the web & in print--26 Create a Spreadsheet--18 Create a Web Page in html--9 Check all that apply & add others.

4. Our students will graduate with “information fluency” when they can Find Evaluate Organize & Use Data

5. These goals are achieved by nurturing students with-- Concepts--relevant, useful Resources--reliable information Skills-- finding, analyzing, presenting Accessing and sorting skills are as important as knowledge!

6. WHY INFORMATION FLUENCY? …the institutional answer Communication & Community! Level Playing Field After College Use Faculty/Students Demand Them Customized/Personalized Digitized Scholarship Marketable Difference

7. WHY INFORMATION FLUENCY? …the faculty answer Interactive Learning Collaborative Learning Communication Visualization Different Strokes for Different Folks From Interactive Learning (Anker Publishing Co., November, 1999)

8. THE WAKE FOREST PLAN THE WAKE FOREST PLAN F96: IBM 365XD, 16RAM, 100Mhz, 810MB, CD-ROM, 14.4 modem F97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modem F98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modem F99: IBM 390, 128 RAM, 333 Mhz, 6GB, CD-ROM, 56 modem F00: IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem F99: IBM 390, 128 RAM, 333 Mhz Thinkpads for all New Every 2 Years Own @ Graduation Printers for all Wire Everything Standard Software Full Admin Systems IGN for Faculty Keep Old Computers 40+30 New People 75% Faculty Trained 85% CEI Users 99% E-Mail +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year Plan for 2000 Order at--- http://iccel.wfu.edu

9. FIRST YEAR SEMINAR The Economists’ Way of Thinking A Course Required of All Freshmen Wake Forest University

10. Brown’s First Year Seminar Before Class –Students Find URLs & Identify Criteria –Interactive exercises –Lecture Notes –E-mail dialogue –Cybershows During Class –One Minute Quiz –Computer Tip Talk –Class Polls After Class –Edit Drafts by Team –Guest Editors –Hyperlinks & Pictures –Access Previous Papers Other –Daily Announcements –Team Web Page –Personal Web Pages –Exams include Computer –Materials Forever

11. Personal Use of Computers by Wake Forest Faculty Source: 1998 HERI Survey 98% E-mail 91% Memos & Letters 75% Scholarly Research 41% Presentations 36% Data Analysis 22% On Line Discussion Groups

12. Computers Enhance My Teaching and/or Learning Via-- Presentations Better--20% More Opportunities to Practice & Analyze--35% More Access to Source Materials via Internet--43% More Communication with Faculty Colleagues, Classmates, and Between Faculty and Students--87%

13. With Ubiquity--- The Culture Changes Mentality shifts-- like from public phone to personal phone. Teaching Assumptions shift-- like from books in the public library to everyone owns a copy of his/her own. Timelines shift-- like from “our class meets MWF” to “we see each other all the time and MWF we meet together ” Students’ sense of access shifts-- like from “maybe I can get that book in the library” to “I have that book in my library.” Relationships shift-- like from a family living in many different states to all family members living in the same town

14. Our students will graduate with “information fluency” when they can Find Evaluate Organize & Use Data

15. Raise Awareness Pilot Programs Assure Universal Access Provide Learning Opportunities Measure/Certify Results Next Steps?

16. Actions to Raise Awareness Define Information Fluency Conduct PR Campaigns on Campuses Sponsor “The Fluency Bowl” Appoint Blue Ribbon Advisory Group ________________

17. Identify the “Eager” Departments Research Other Programs Pilot Programs

18. Assure Universal Access (Field of Dreams Approach) Provide “Client Machines” (e.g. laptops)- --either individually or at public stations Teach Assuming Access

19. Provide Learning Opportunities Fluency Camp Non-Credit Sessions (Required or Optional) Degree-Credit Course (Required or Elective) Fluency Across-the-Curriculum

20. Measure/Certify the Results Grade for Course Threshold Proficiency Test Fluency Certificate

21. Possible Roles for the Library Politic for “Information Fluency” Purchase & Manage Electronic Databases Suggest All College Standards Train All Students (Just in Time) Train Faculty and Staff Certify Information Fluency

22. Possible Roles for the Faculty Define “information fluency” minimums Set policies for the use of technology Teach assuming “information fluency” Judge the wisdom of a requirement Politic for adequate funding Monitor the quality of “fluency” training

23. Possible Roles for IS Research & Recommend Hardware and Software Choose “back office” components Implement and maintain infrastructure

24. David G. Brown Wake Forest University Winston-Salem, N.C. 27109 336-758-4878 email: brown@wfu.edu http//:www.wfu.edu/~brown fax: 336-758-4875