robin kear information literacy
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Information Literacy
Robin Kear
Nazarbayev University Library
April 2012
What is Information Literacy?
Set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
ACRL Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
ACRL Standards
Created in 2000 and modified by the American College & Research Libraries division of the American Library Association
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
Standards Toolkit
The Standards Toolkit is a set of tools, web pages and other resources that will help you to use the Information Literacy Competency Standards for Higher Education.
• Standard One: Know• Standard Two: Access• Standard Three: Evaluate• Standard Four: Use• Standard Five: Ethical/Legal
http://www.ala.org/acrl/issues/infolit/standards/standardstoolkit
Example of Standard 2.1.CStandard Two: The information literate student accesses needed information
effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
Outcomes Include:
A. Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
B. Investigates benefits and applicability of various investigative methods
C. Investigates the scope, content, and organization of information retrieval systems
D. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
Next Step
Create Teaching Goals and Learning Objectives or Outcomes related to the Standards.
http://www.ala.org/acrl/standards/objectivesinformation
Teaching Goals & Learning Objectives
Help you plan what to cover in your instruction session
Guide in evaluating the effectiveness of the session
Assess student learning
Teaching Goals
• What skills you plan to teach • Examples:
• Search the online catalog• Scholarly vs. Popular sources
Learning Objectives
Info Lit skills the students will take away from class
Translates goals into specific and quantifiable behaviors
Should be realistic and attainable within class time
Objectives for 2.1.C2.1.C. Investigates the scope, content, and organization of information
retrieval systems
Objectives can include:
Describes the structure and components of the system or tool being used, regardless of format (e.g., index, thesaurus, type of information retrieved by the system).
Identifies the source of help within a given information retrieval system and uses it effectively.
Selects appropriate tools (e.g., indexes, online databases) for research on a particular topic.
Identifies the differences between freely available Internet search tools and subscription or fee-based databases.
Identifies and uses search language and protocols (e.g., Boolean, adjacency) appropriate to the retrieval system.
Information Literacy Objectives
1. Develop a Research Strategy2. Select Finding Tools3. Search4. Use Finding Tool Features5. Retrieve Sources6. Evaluate Sources7. Document Sources8. Understand Economic, Legal, and Social Issues
-Modeled on the SAILS Skill Sets
Example Goal and Objectives
Goal 1. Search the catalog By the end of the instruction session:
- 1.1 Student will effectively locate an item using Title or Author searches
- 1.2 Student will effectively use keyword searching and the AND operator to locate resources on a particular topic
Rubrics
The ULS has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.
These rubrics are based on the ACRL Standards and the eight skill sets identified by the SAILS (Standardized Assessment of Information Literacy Skills) test currently in use. There are four levels for all of the ULS rubrics. These include: novice, developing, proficient and accomplished.
Novice Developing Proficient Accomplish
ed
Develop Research Strategy
Unable to narrow
topic; Unsure of
how to findinformation
neededfor
assignment
Understandsnature & scope of
assignment;Determines
general keywords
in relation to topic
to begin searching
Shows an increased
understanding of
information neededfor topic; Refines
keywords and
develops synonymsfor search
terms
Able to adapt search
process to topic;
Knows what keywords
and phrases to employ
What is a Curriculum Map?
Grid for subject specific information literacy instructionScope and Sequence of skillsCustomizable to needs of a particular department or major
Components of a Curriculum Map
Courses offeredRubric LevelIL Concepts & SkillsProgression
Engineering Library: Judy Brink
MUST READ
"Finding Context: What Today's College Students Say about Conducting Research in the Digital Age”, Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington's Information School, February 4, 2009 (18 pages).
http://projectinfolit.org/publications/
LibGuide Companions
Information Literacy Fundamentals http://pitt.libguides.com/infolit
Information Literacy Tools http://pitt.libguides.com/infolittools
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