Confluence in Information Confluence in Information LiteracyLiteracy

Lisa BauresLisa Baures Randall McClure Randall McClure

Georgia Conference on Information LiteracyGeorgia Conference on Information LiteracyCoastal Georgia CenterCoastal Georgia Center

Savannah, GASavannah, GA6 October 20066 October 2006

ThesisThesis

By examining the paradigm shift in the By examining the paradigm shift in the acquisition of research skills precipitated by acquisition of research skills precipitated by the confluence of program accreditation, the confluence of program accreditation, subject content, and information literacy subject content, and information literacy standards, a viable framework from which to standards, a viable framework from which to understand the ramifications and effects of understand the ramifications and effects of confluence emerges.confluence emerges.

Deconstruction of Thesis StatementDeconstruction of Thesis Statementoror

What does this entail?What does this entail?

The examination process must:The examination process must:

explore the phenomenon of confluence.explore the phenomenon of confluence. distinguish between the different types of library instruction.distinguish between the different types of library instruction. correlate/triangulate information literacy learning outcomes.correlate/triangulate information literacy learning outcomes. identify benefits to be accrued from correlation/triangulation.identify benefits to be accrued from correlation/triangulation. demonstrate implementation of correlation/triangulation.demonstrate implementation of correlation/triangulation.

Underlying AssumptionUnderlying Assumption

The acknowledgement of information literacy The acknowledgement of information literacy as subject core content promotes the as subject core content promotes the acquisition of information literacy skills both acquisition of information literacy skills both “vertically and horizontally” within the “vertically and horizontally” within the program curriculum.program curriculum.

Definition of ConfluenceDefinition of Confluence

A flowing together; the junction and union of A flowing together; the junction and union of two or more streams or moving fluidstwo or more streams or moving fluids

Of things: the action of flowing or coming Of things: the action of flowing or coming together, of meeting or collecting in one placetogether, of meeting or collecting in one place

Online Oxford English DictionaryOnline Oxford English Dictionary

Contributory Factors to ConfluenceContributory Factors to Confluence

Within the classroom environment, a shift in emphasis from teaching Within the classroom environment, a shift in emphasis from teaching objectives to student learning outcomes has occurred.objectives to student learning outcomes has occurred.

The developments in educational technology have profoundly The developments in educational technology have profoundly influenced the delivery of library instruction.influenced the delivery of library instruction. ApplicationsApplications

electronic distribution of informationelectronic distribution of information distance/online educationdistance/online education

Ubiquitous presenceUbiquitous presence prevalence of computers and internet access in the home and at schoolprevalence of computers and internet access in the home and at school 24/7 accessibility of information24/7 accessibility of information

The development of information literacy learning outcomes by The development of information literacy learning outcomes by various, and at times competing constituencies.various, and at times competing constituencies. Professional associationsProfessional associations Accrediting bodiesAccrediting bodies Institutional programs (general education)Institutional programs (general education)

Different Types of Library Different Types of Library InstructionInstruction

CourseCourse Demonstrates the significance and importance of information literacy Demonstrates the significance and importance of information literacy

skillsskills

EmbeddedEmbedded Demonstrates how information literacy skills complement course Demonstrates how information literacy skills complement course

content knowledge and skillscontent knowledge and skills

IntegratedIntegrated Demonstrates how information literacy skills relate to course content Demonstrates how information literacy skills relate to course content

knowledge and skillsknowledge and skills

Correlated or triangulatedCorrelated or triangulated Demonstrates how information literacy Demonstrates how information literacy isis course content course content

Implementation Components of Implementation Components of Correlation/TriangulationCorrelation/Triangulation

CollaborationCollaboration Department and Program FacultyDepartment and Program Faculty LibrariansLibrarians Educational Technology SpecialistsEducational Technology Specialists Other StakeholdersOther Stakeholders

Application of instructional design (Dick, Carey, & Carey, 2005)Application of instructional design (Dick, Carey, & Carey, 2005) Identify student learning outcomesIdentify student learning outcomes Conduct instructional analysisConduct instructional analysis Analyze learners and contextsAnalyze learners and contexts Write performance objectives Write performance objectives Develop assessment instruments Develop assessment instruments Develop instructional strategiesDevelop instructional strategies Develop and select instructional materialsDevelop and select instructional materials Design and conduct the formative evaluation of instructionDesign and conduct the formative evaluation of instruction Revise instructionRevise instruction

Learning ActivityLearning Activity

Correlate Association of College and Research Libraries Correlate Association of College and Research Libraries (ACRL) information literacy and Council of Writing (ACRL) information literacy and Council of Writing Program Administrators (WPA) student learning Program Administrators (WPA) student learning outcomesoutcomes

OROR Correlate American Association of School Librarians Correlate American Association of School Librarians

(AASL) information literacy and Knowledge and (AASL) information literacy and Knowledge and Skills for University Success (KSUS) English Skills for University Success (KSUS) English Knowledge and Skills—part III Research Skills Knowledge and Skills—part III Research Skills standards standards

Triangulation of MSU, WPA, and ACRLTriangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Information Literacy Learning Outcomes

ExampleExample

Learning Object: Identify What Is Known—Student Learning OutcomesLearning Object: Identify What Is Known—Student Learning Outcomes

MSU General Education CompetencyMSU General Education CompetencyCategory 1: Communication, Part A: English CompositionCategory 1: Communication, Part A: English CompositionTo develop writers who use the English language effectively and who read and write critically.To develop writers who use the English language effectively and who read and write critically.Goal a. Students will be able to demonstrate and practice strategies for idea generation, audience analysis, Goal a. Students will be able to demonstrate and practice strategies for idea generation, audience analysis,

organization of texts, drafting, evaluation of drafts, revision, and editing. (For this exercise, students will organization of texts, drafting, evaluation of drafts, revision, and editing. (For this exercise, students will be able to demonstrate and practice strategies for idea generation.)be able to demonstrate and practice strategies for idea generation.)

WPA OutcomesWPA OutcomesCritical Thinking, Reading, and WritingCritical Thinking, Reading, and WritingUse writing and reading for inquiry, learning, thinking, and communicating Use writing and reading for inquiry, learning, thinking, and communicating

ACRL Performance IndicatorsACRL Performance Indicators1.1. The information literate student defines and articulates the need for information. 1.1. The information literate student defines and articulates the need for information.

a. Confers with instructors and participates in class discussions, peer workgroups, and electronic a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information.discussions to identify a research topic, or other information.

3.1. The information literate student summarizes the main ideas to be extracted from the information gathered. 3.1. The information literate student summarizes the main ideas to be extracted from the information gathered. a. Reads the text and selects main ideas. a. Reads the text and selects main ideas. b. Restates textual concepts in his/her own words and selects data accurately. b. Restates textual concepts in his/her own words and selects data accurately.

Triangulation of MSU, WPA, and ACRLTriangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Information Literacy Learning Outcomes

ExampleExample

Learning Object: Identify What Is Known—Instructional Activity/AssignmentLearning Object: Identify What Is Known—Instructional Activity/Assignment

AssignmentAssignmentHaving completed the assigned reading, compile a list of known facts, issues, and ideasHaving completed the assigned reading, compile a list of known facts, issues, and ideasrelated to the general subject of the reading. When brainstorming, it is helpful torelated to the general subject of the reading. When brainstorming, it is helpful toaddress the following questions as a point of reference or departure:address the following questions as a point of reference or departure:Who?Who?What?What?When?When?Where?Where?How?How?Why? Why? Submit the brainstorming activity (Word file) to the Submit the brainstorming activity (Word file) to the Module 1: BrainstormingModule 1: Brainstorming folder folderin the dropbox.in the dropbox.

Triangulation of MSU, WPA, and ACRLTriangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Information Literacy Learning Outcomes

ExampleExample

Learning Object: Identify What Is Known—Instructional Activity/AssignmentLearning Object: Identify What Is Known—Instructional Activity/Assignment

BrainstormingBrainstorming

FactsFacts ConceptsConcepts IssuesIssues

Who?Who?

What?What?

Where?Where?

When?When?

How?How?

Why?Why?

Triangulation of MSU, WPA, and ACRLTriangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Information Literacy Learning Outcomes

ExampleExample

Learning Object: Identify What Is Known—Assessment RubricLearning Object: Identify What Is Known—Assessment Rubric

Revised Bloom’s Revised Bloom’s Taxonomy/Assessment Taxonomy/Assessment Criteria Criteria

Developmental Developmental Foundational Foundational ComprehensiveComprehensive

Remember & UnderstandRemember & Understand Identify the topic of the Identify the topic of the assigned reading, as well assigned reading, as well as the cogent facts related as the cogent facts related to the topic as stated in the to the topic as stated in the assigned reading.assigned reading.

Apply & AnalyzeApply & Analyze Identify the topic of the Identify the topic of the assigned reading, as well assigned reading, as well as the cogent facts and as the cogent facts and issues related to the topic issues related to the topic as stated in the assigned as stated in the assigned reading.reading.

Evaluate & CreateEvaluate & Create Identify the topic of the Identify the topic of the assigned reading, as well assigned reading, as well as the cogent facts, issues, as the cogent facts, issues, and details related to the and details related to the topic as stated in the topic as stated in the assigned reading. assigned reading.

Implementation of Triangulation of Implementation of Triangulation of ACRL/WPA/MSUACRL/WPA/MSU

Preliminary Research: Module 1Preliminary Research: Module 1

https://mavdisk.mnsu.edu/solisj/grant_project/https://mavdisk.mnsu.edu/solisj/grant_project/temp/flowchart_student.htmltemp/flowchart_student.html

Accrued Benefits of Correlation/Accrued Benefits of Correlation/TriangulationTriangulation

Acknowledges and incorporates various professional, Acknowledges and incorporates various professional, accreditation, and institutional information literacy standardsaccreditation, and institutional information literacy standards

Creates consistency with the mission, goals, and objectives of Creates consistency with the mission, goals, and objectives of departments, programs, and the institutiondepartments, programs, and the institution

Incorporates sound pedagogical practicesIncorporates sound pedagogical practices Establishes a pedagogical foundation from which to promote Establishes a pedagogical foundation from which to promote

collaboration among various constituenciescollaboration among various constituencies Promotes matriculation of information literacy skills Promotes matriculation of information literacy skills

throughout a student’s academic programthroughout a student’s academic program Encourages periodic evaluation and review of information Encourages periodic evaluation and review of information

literacy instruction as core contentliteracy instruction as core content

ReferencesReferencesAmerican Association of School Librarians & Association for Educational Communications and American Association of School Librarians & Association for Educational Communications and

Technology (1998). Information literacy standards for student learning: standards and Technology (1998). Information literacy standards for student learning: standards and indicators. Retrieved September 20, 2006, from indicators. Retrieved September 20, 2006, from http://www.ala.org/ala/aasl/aaslproftools/information http://www.ala.org/ala/aasl/aaslproftools/information power/InformationLiteracyStandards_final.pdfpower/InformationLiteracyStandards_final.pdf

Association of College & Research Libraries & American Library Association (2000). Association of College & Research Libraries & American Library Association (2000). Information literacy competency standards for higher educationInformation literacy competency standards for higher education . Retrieved September 20, . Retrieved September 20, 2006, from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf2006, from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf

Conley, D.T. (2003). Conley, D.T. (2003). Understanding university success: a report from Standards for Success: a Understanding university success: a report from Standards for Success: a project of the Association of American Universities and the Pew Charitable Trustsproject of the Association of American Universities and the Pew Charitable Trusts . Eugene, . Eugene, OR: Center for Educational Policy Research.OR: Center for Educational Policy Research.

Council of Writing Program Administrators (2000). Council of Writing Program Administrators (2000). WPA outcomes statement for first-year WPA outcomes statement for first-year compositioncomposition. Retrieved September 20, 2006, from . Retrieved September 20, 2006, from http://www.wpacouncil.org/positions/outcomes.htmlhttp://www.wpacouncil.org/positions/outcomes.html

Dick, W., Carey, L., & Carey, J.O. (2005). Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction The systematic design of instruction (6 ed.). Boston: (6 ed.). Boston: Pearson/Allyn and Bacon.Pearson/Allyn and Bacon.

Questions?Questions?

Or Or

Comments?Comments?