developmental mastery of information literacy skills

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Developmental Mastery of Information Literacy Skills. ACAs Project Workshop on Integration of Library Materials and Information Literacy March 22, 2008 Melissa Garrett, Union College [mgarrett@unionky.edu] And Emaly Conerly, Carson-Newman College [econerly@cn.edu]. - PowerPoint PPT Presentation

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Laddered Information Literacy Instruction

ACRL Information Literacy Standardshttp://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm The information literate student:Standard 1 Determines the nature and extent of the information needed.Standard 2 Accesses needed information effectively and efficiently.Standard 3Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.Standard 4Individually or as a member of a group, uses information effectively to accomplish a specific purpose.Standard 5Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Union College & Information Literacy: Maximizing Fitness Peaks in the IL Adaptive LandscapeSummer 2006 Library initiates 5-Year BI Plan (ACA FELR Grant)IL standards included in three of Union College Goals for General Education (Communication; Critical Thinking; Learning Skills)Library BI Plan links BI session syllabi w/Goals for General Education and ACRL Information Literacy Competency Standards for Higher EducationIncremental progression: Basic Library Orientation; ENCO 101-102; Entry-Level Discipline-Specific Courses; Capstone Courses

Blooms Taxonomy of Educational ObjectivesA. Lower skills1. Knowledge*list, name, describe, state, measure, label, summarize2. Comprehension*identify, illustrate, explain, classify, indicate3. Application*perform, use, manipulate, assess, change, demonstrateB. Higher Skills4. Analysis*analyze, discriminate, criticize, infer, conclude5. Synthesis*combine, discuss, argue, derive, reconstruct, design, relate6. Evaluation*support, attack, appraise, judge, justify, clarify

Campus CultureCommitment to the development of life-long learning for studentsOpenness to change and learning by the librarians and the facultyCollaboration between faculty and librariansUse and on library resources and services in course instruction dependence Support for information literacy at multiple levels, from college administration to librarians

Scholarly Publication: Books and journals, print and onlinePopular Publication: Books, magazines and newspapers, print and online

AuthorIs a noted professional or expertIs a journalist, student, popular author; or may not be listedAdvertisingVery little or highly specializedSignificant amountAudienceAdvanced reading level; may have specialized vocabularyBasic reading level for a general audienceIndexingArticles are listed in specialized indexes; for example PsycINFO, Biosis or Humanities IndexArticles are listed in general indexes; for example Reader's Guide or Periodicals IndexPurposeDiscusses a specific scholarly fieldCurrent events, general interest itemsReview PolicyArticles are reviewed by peers; editorial board composed of scholars in the fieldEditor or editorial board are members of the magazine's staffSourcesA list of references is included at the end of each articleArticles rarely include references

Credit: John Adkins, University of CharlestonACRL IL Standard 1.2.d.Do our students come to us ready to move right through these learning stages? T Thinking Mode A: Sgt. Friday Just the Facts Maam 1st teaching/learning task: Change students concept of knowing from memorizing to understanding Transition 1: Understanding that knowledge is uncertain 2nd teaching/learning task: Recognizing legitimate uncertainty

Thinking Mode B: Baskins Robbins Anything GoesTransition 2: Perceiving opinion as insufficient 3rd teaching/learning task: Teaching students to develop criteria for making judgments, to compare and contrast

Thinking Mode C: Playing the Teachers Games Transition 3: Convincing students that the game matters4th teaching/learning task: Tying analysis to values

Thinking Mode D: Playing like a Pro (Chuck Bonwell, TLI, ACA, June, 2007)

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C-N Library Homepage Gateway to our Resources and Services

Lib 101 1st Class Session

Lib 101 2nd Class SessionThe Jeopardy! Information Literacy Challenge Jeopardy! Information Literacy ChallengeEmphasize these resources:$$SelectedUnderutilizedInternetMulti-Media, InteractiveJournalsBooksSubject-Specific ReferenceBibliographiesGeneral Reference_________________________________________________________________Pathfinder: a Dynamic ModelSpring 2007 IL outcome consolidated and added to UC Liberal Education Outcomes Liberal Learning Goal 1: Communication SkillsA Union student should, by graduation, be able to:1.4 locate, evaluate (for authenticity, validity and reliability) and use effective graphical, aural and textual information available through libraries, community resources, special interest organizations, media and the internet.Academic Assessment CommitteeDetermine assessment measuresEach Academic Program to identify course(s) which assess the Liberal Education Outcomes

Managing It All: a Few Tools to Encourage Developmental MasteryWeeks-Townsend Memorial Library Assessment Plan

Library Session syllabi Pathfinder ModelProvides overview of possible resourcesLinks with library Learning and Information ResourcesPermits Discipline-specific applicationTaxonomy & IL Outcomes Working ChartLower & Higher Skills at a glanceAlignment of Skills w/ACRL IL outcomes

Unit ObjectiveLink to VisionExpected OutcomeAssessment Criteria & Evaluation MethodsMaintain % use of WTML resources in 099 and 1xx courses180% plus students using at least 1 recommended WTML resourceBibliographies/works cited from student assignments following formal BI sessionsFall 2007: First-Year StudentsBlooms TaxonomyKnowledge

ComprehensionApplication

Library Instruction Sections50-minute Basic Library Orientation (Welcome Weekend)50-minute Research Overview50-minute Discipline-Specific BIIL outcomes linked to Discipline-Specific course outcomes/assignment outcomes(Ready to Learn Workshop, May 2007)2. 2006: Evolution

~ Phase I- Restructuring- Information overload- Emails on ILL listserv: Laddered Information Literacy - Restructured tutorial & Senior quizzes- Library Outreach- Aids to students and faculty on Library Homepage

~ Phase 2: Information Literacy Initiative- Approvals & Support: Provost, Academic Council, Academic Programs Committee- Revised General Education Program- Information Literacy Core Component in each LA101 course & other core courses- For LA 101 courses (Freshman): WebCT IL Tutorial, research log, multiple library mini-sessions- C-N 101 New, revised Scavenger Hunt- Library instruction in English 101 and Religion 101- IL instruction in first major course- IL instruction in Capstone Major Senior course & IL Senior quiz

http://www.oswego.edu/library/instruction/outcomes.pdfExample of Laddered Information Literacy Learning Outcomes: SUNY Oswego25

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