Classroom, Moodle, or LibraryRobin Kear

Nazarbayev University LibraryApril 2012

First Steps Keep up with technology developments

and tools Learn various (standard) technology

applications Develop understanding of pedagogical use Implement in appropriate instructional

settings Assess if the technological tool

accomplishes desired outcomes

Integrating Information Literacy…

Can be done in the faculty classroom, online, or through the library classroom.

It is imperative to collaborate with faculty, whether you will be embedding, be there in person, or through the web.

Realities Faculty can be hard to reach

Time constraints, stress at the beginning and end of the semester, other reasons

Faculty are reluctant to give up a class session (14 per semester at Pitt) Some may never allow a librarian into their

classroom for various reasons

Different terminology for similar concepts exists between faculty and librarians

Perceptions Faculty may equate information literacy

with what they see or experience as remedial library instruction Librarians can only provide a limited introduction to

IL in the one-shot 50 minute session

Faculty may believe students are already information literate or can pick it up on their own

Perceptions Faculty may equate information literacy

with technological literacy

Faculty may want students to flail about in the information realm or believe that disciplinary expertise should precede any practice of research How can students judge sources before becoming

knowledgeable in their discipline?

Perceptions Subordinate role of librarians within

institutional hierarchy, even those librarians with faculty status

Ambiguous role of librarians in teaching information literacy Different librarians explain things differently Varies across institutions

Terminology

Information Literacy is a library term.What does it mean?Why is it relevant?Why does it come from the library?

Terms to Use with Faculty Critical Thinking

“…the education field has labeled a series of attributes as critical thinking, and librarianship has done the same with information literacy. These two groups are not using the same language when they discuss very similar concepts.”

Rebecca S. Albitz. (2007). "The what and who of information literacy and critical thinking in higher education," portal, 7(1), 97-109.

Terms to Use with Faculty

Lifelong learningResearch skillsResearch process

Faculty may have a different understanding of the word “research”

Critical Thinking Skills

Ennis’ 12 elements of critical thinking are:1. Grasping the meaning of a statement2. Judging whether there is ambiguity in a line of reasoning3. Judging whether certain statements contradict each other4. Judging whether a conclusion follows necessarily5. Judging whether a statement is specific enough6. Judging whether a statement is actually the application of a certain principle7. Judging whether an observation statement is reliable8. Judging whether an inductive conclusion is warranted9. Judging whether the problem has been identified10. Judging whether something is an assumption11. Judging whether a definition is adequate12. Judging whether a statement made by an alleged authority is acceptable

Building a Network Volunteer for departmental ad hoc committees Get elected to senate or departmental faculty

committees Attend committee meetings, departmental and

university meetings, faculty seminars and lectures, anything that would involve the library

Participate in events such as convocations and orientations

Casual lunches with faculty

Possible Approach for One-shots

Speak another language: Use the term critical thinking for information literacy

Imply/State that a critical thinker also needs to know how to find, organize, and evaluate information Independently of or dependent on the

student’s level of knowledge of the discipline

Possible Approach for One-shots

Emphasize that the librarian can complement the class curriculum or the research assignment by… Helping students learn to systematically

approach new topics…and/or…

Showing the students discipline-specific tools

Possible Approach for One-shots

Clearly communicate what you can cover for their class and any options for delivery or method Make faculty aware that all critical

thinking skills cannot be covered in one session

Conversation Starters

What do you NOT see from your students papers or arguments?

How would your students research papers be better?

How can we make this process easier for them?

Preparation

Test searches or assignmentsTime your presentationScout out the venue, network

connections, seating, lightingDecide what equipment you need &

order/reserve itHave a backup planned

Preparation

Class Day:Go to venue early & set upGreet students as they arrive –

business cards Show comfort, confidence, be

friendly

Presentation TipsFace your audience & make eye contactGet out from behind the computer or podiumBody language – Gesture for emphasisVary your tone, pace and volumeVerbal pausesDon't rushUse a little humor when appropriate Use mistakes to illustrate a point

Wrapping Up a Session:

Summarize main pointsRemind where they can ask

for helpGive them your contact

informationEvaluationLinger after class

LibGuide Companions

Information Literacy Fundamentals http://pitt.libguides.com/infolit

Information Literacy Tools http://pitt.libguides.com/infolittools

Let’s Discuss