moving information literacy into the curriculum - the challenges
TRANSCRIPT
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
Questions: To what extent do single sessions in courses shape a student to be a researcher? Should we abandon them?
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
• Administrators / Accreditors struggle to grasp what is required.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Administrators / Accreditors struggle to grasp what is required.
Are you familiar with campus policies/accreditor policies on research instruction? Do they seem short on details or clout? If so, why?
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
• Administrators / Accreditors struggle to grasp what is required.
• Librarians and faculty operate within their own silos.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Librarians and faculty operate within their own silos.
What is the level of interaction between faculty and librarians? Are librarians like Canadians (seemingly nice people, but you don’t know any)? Are their agendas at cross-purposes?
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
• Administrators / Accreditors struggle to grasp what is required.
• Librarians and faculty operate within their own silos.
• There is a false belief that students pick up research skills on their own.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• There is a false belief that students pick up research skills on their own.
This is the research skill by osmosis theory, which is not backed up by the research. Why are librarians so aware of this while the theory still floats around academia as a truism?
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
• Administrators / Accreditors struggle to grasp what is required.
• Librarians and faculty operate within their own silos.
• There is a false belief that students pick up research skills on their own.
• We make incorrect assumptions about students and technology.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• We make incorrect assumptions about students and technology.
Is a technologically astute student a good researcher? Why or why not? What else does a student need to know to become a good researcher?
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• Information literacy is seen as a short-term, remedial instruction task.
• Administrators / Accreditors struggle to grasp what is required.
• Librarians and faculty operate within their own silos.
• There is a false belief that students pick up research skills on their own.
• We make incorrect assumptions about students and technology.
• We must address faculty culture vs. librarian culture.
MOVING INFORMATION LITERACY INTO THE CURRICULUM - THE CHALLENGES
• We must address faculty culture vs. librarian culture.
A touchy point. Common wisdom is that faculty culture is more content-oriented and library culture is more process-oriented. Is that true? Or are the demands on our time forcing us into silos of responsibility? Is there a problem here?