the many faces of information literacy teaching students critical research skills in the 21 st...
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The Many Faces of Information LiteracyTeaching Students Critical Research Skills in the 21st Century
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What’s Information Literacy?• ACRL’s Definition: • The basis for lifelong learning• The ability recognize the need for information and find, evaluate,
and use it ethically and effectively (2000)
• IFLA – A fundamental democratic right, socially and culturally situated
• ICT - the ability to use digital technology, communication tools, and/or networks to define an information need, access, manage, integrate and evaluate information, create new information or knowledge and be able to communicate this information to others.
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Why Information Literacy?• Information Overload in the digital age
• Information “Obesity” – a steady diet of empty calories• “Satisficing”• Common use of “low” quality sources• Patch-writing and plagiarism
• Changing expectations for college education• Knowledge “consumers” v. knowledge “producers”• Emphasis on lifelong learning• Need for practical, authentic skills
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…And more studies
• Inability to correctly interpret citations
• Little or no understanding of the cataloguing system
• No organized search strategies
• Persistent difficulties locating and evaluating sources
Website: http://www.erialproject.org/
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Citation Project Found that students do not…
• Read deeply or comprehend most academic sources
• Don’t know how to analyze sources
• Copy or patch write rather than summarize sources
• Inadvertently plagiarize
Website: http://site.citationproject.net/
http://youtu.be/XqMEonllU1ghttp://youtu.be/XqMEonllU1ghttp://youtu.be/s1pBgy2LllE?t=3m11s
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Information Literacy as Competencies or Skill Set• Based off specific, tightly defined learning outcomes • Emphasizes the progressive “mastery” of skills
• Treats these skills as universal and transferable (i.e. multi-disciplinary, transferable)
• Robust assessment framework, stresses the importance of continuous, ongoing assessment of skills
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Information Literacy as Critical Literacy• Based on theories of Ferier, Foucoult, and Giroux
• Opposed to the “banking” concept inherent, critique of competency-model
• Aligns information literacy with liberationist ideologies, (i.e. feminism, anti-racist, etc.)
• Aims to have students explore of the nature of power relations
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Example Assignments• Students interrogate information sources to understand how a
specific discourse might reproduce or challenge systems of power and privilege
• Students explore the politics surrounding the production and dissemination of information
• Students examine the social and cultural implications of specific policies surrounding information use and access
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Information Literacy as Ethics
• Emphasizes the notion of an “ethical” discourse, virtue epistemology
• Treats “information literacy” as a public “virtue” and social responsibility
• Don’t confuse with “the ethical use of information” standard outlined in ACRL Standards
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Example Assignments• Students could….• Outline what ethical behaviors an author or source should follow
and determine which sources conform to them • Analyze a specific set of sources to determine if their contribution
to a debate is “ethically” sound or responsible
• Examine how other writers use sources and determine if their research is “ethical” e.g. the “autism and vaccination” debate
• Consider if and what the limits of free speech
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Information Literacy as Disciplinary Practice
• Premised on the notion of “Threshold Concepts”
• Assimilates students into specific disciplinary communities of practices (i.e. making sense of academia, it’s organization and structure)
• Students move through progressively challenging research contexts
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Example Assignments• Students could….
• Examine the evolution of a particular sub-topic within a field
• Select and find an article or monograph the discusses specific methodologies within a discipline and analyze it’s strengths and weaknesses
• Trace the “cycle of information” for a specific topic or research question
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Teaching Information Literacy• Who teaches information literacy?• Not just a librarian thing• Typically faculty/librarian collaborations• Peer to Peer when appropriate
• What do I actually teach?• Pre-assess (Don’t assume knowledge or lack of)• Learning goals = specific and narrow as possible• Teach and assess only what they need to know• Be crystal clear about the “hows” and “whys”
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Other Tips: Assignment Design• Process is as important as product – just like writing
• Small interconnected assignments vs. “Big” assignments
• Have multiple opportunities for formative assessment/feedback
• Opportunities to revise/improve
• State objectives clearly and explain how they connect to the goals of the class
• Make sure assignments require the use of sources you expect students to use
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