ctdlc e3 conference: engagement, empowerment & e-learning fairfield university may 28, 2014...
TRANSCRIPT
Embedding Information Literacy into the curriculum:
Faculty/Librarian Partnership for Enhancing Student Learning
CTDLC E3 Conference: Engagement, Empowerment & E-learning
Fairfield UniversityMay 28, 2014
Clara Ogbaa, Ed. D., Director of Library ServicesTodd Hampton, Information Literacy LibrarianGateway Community College, New Haven CT.
Introduction The Background
College Library Student Research Needs
Framework for Information Literacy (IL) ACRL IL Standard 2000 TAP CL/IL Competency ACRL New IL Framework
Embedding Information Literacy Faculty/Librarian Collaboration
Tools for Collaboration Cloud-based IL Platforms
Questions & Answers
Gateway Community CollegeStudents Population
Enrollment - 11,817 Students
Collection Size 50,000 print books 130,000 e-books 80 databases
No. of Instruction Librarians6 Full-time Librarians55 Part-time Librarians (EA Hours)
IL Statistics – 2012-13: 205 classes ; 4,205 students
(http://gwcc.libguides.com/content.php?pid=112226&sid=845085)
Student Research Needs
Widespread problems include:
Choosing good topics
Where to find information
Evaluating sources
Connecting information with evidence
Plagiarism (unintended)
Revising
What is Information Literacy?
Information Literacy is defined as a set of abilities requiring individuals to” recognize when information is needed and havethe ability to locate, evaluate and use effectively the needed information.” –ALA
Information literacy is a skill, a lifelong skill. It is beneficial to the development of independent critical thinkers.
Information literacy is the ability to access information needed, evaluate it properly and then apply it.
Access
ApplyEvaluate
Embedding Information Literacy CompetenciesACRL Il Standard
2000-2012The information literate student Std. 1 - Determines the nature and extent of the information needed.
Std. 2- Accesses needed information effectively and efficiently.
Std. 3- Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Std. 4- Uses information effectively to accomplish a specific purpose.
Std. 5-Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
ACRL New Framework for IL (2014 Draft)
New Definition:“Information literacy combines a repertoire of abilities, practices, and dispositions focused on expanding one’s understanding of the information ecosystem, with the proficiencies of finding, using and analyzing information, scholarship, and data to answer questions, develop new ones, and create new knowledge, through ethicalparticipation in communities of learning and scholarship.
The Framework is based on concepts about the information ecosystem which consists of 1. core understandings about the evolving information system (threshold concepts)
2. a set of practices that demonstrate increased credibility within that ecosystem, as bothconsumer of information and creator of knowledge (knowledge practices, metaliteracy)
3. a way of thinking that develops more expert moves” within that dynamic information ecosystem (dispositions, self-assessments)
4. metacognitive strategies and critical reflection (metaliteracy, self-assessments)”
TAP CL/IL Competency Learning
Outcomes
1. Demonstrate competency in using current, relevant technologies to solve problems, complete projects, and make informed decisions.
2. Access, navigate, identify and evaluate information that is appropriate for their need(s) and audience(s).
3. Synthesize information to broaden knowledge and experiences and produce both independent and collaborative work.
4. Evaluate the economic, legal, ethical, and social issues surrounding the access and use of information and relevant technologies.
Collaborationcol·lab·o·rateintransitive verb \kə-ˈla-bə-ˌrāt\ : to work with another person or group in order to achieve or do something.
If everyone is moving forward together, then success takes care of itself. —Henry Ford
Faculty-Librarian Collaboration -Incorporating Information literacy concepts into a course provides an opportunity for collaboration
between faculty and librarians.
Information Literacy is not just a library issue.
Research is a valuable experience for students.
The research process is complex.
Research can be developed.
Source: http://www2.liu.edu/cwis/cwp/library/instruct/collabor.htm
Why collaborate?Incorporating Information Literacy into a course provides an opportunity for collaboration between faculty and librariansFaculty and Librarians have mutual goals and
concerns.Both want students to
develop a greater understanding of information resources.
enhance student literacy, especially information literacy.
help students become better writers, critical thinkers and problem solvers.
build a social and learning community on campus.
Barriers to Librarian and faculty collaboration
Different perspectives on priorities. (budget deficiencies)
Inefficient communication between departments
Distrust and turf war
Faculty vs Staff mentality
Ways we can collaborate?
Course integrated instruction. Embedded librarian.Schedule multiple library instruction sessions.Communicate your needs to the library.Collaborate with a librarian on a research assignment.Keep a course syllabus or sample paper/assignment
with the library.When you create an assignment, discuss with a
librarian what resources are available in the library. Librarians can set aside selected items for a class project.
Request subject area materials.Invite librarians to department meetings.Learn about all of the library’s resources.
Tools for Collaboration: IL Tutorials
ResearchReady by EasyBib
Research Companion by Proquest
Information Literacy Course Modules (ILCM)
by Credo
• A cloud-based instructional Information Literacy
platform that helps librarians and faculty teach and
assess skills
• Customizable
• Assessment features:• Pre and post assessment tests to compare a student’s skills
before and after instruction.
• Questions within the content to keep students on their toes so they can’t skip through the content.
• Cumulative quizzes at the end of each lesson and course to assess student’s understanding of particular concepts.
ResearchReady
Curriculum ContentResearchReady
Source Identification - Differentiating source types (Primary vs. secondary, popular vs. scholarly.)
Accessing Library Resources - Differences between and how to use OPACs, databases and search engines
Source Evaluation
Ethical Research - Plagiarism, copyright infringement, and fair use
How to Cite
The Invisible vs. Open Web
Advanced Searching Strategies - Boolean operators, keywords, subject headings
The Research Process
(http://www.researchready.com/)
Proquest Research Companion
A new, intuitive, and self-guided product that supports information literacy, writing, and research-skills
Features two major components: Learning Modules
Interactive Tools Topic Aid- background articles from Proquest eLibrary database
Website Evaluator – gives information about a book, journal title, or website on whether it is scholarly or not, and who owns it.
Citation Generator and a Revision Aid – suggests corrections to the text students input
(http://proquest.libguides.com/content.php?pid=540670&sid=4447803 )
Credo Information Literacy Course Module (ILCM)
Cloud-based multimedia Tutorials Videos Online activities Course notes Guides The ability to customize the module to
reflect institutional branding.(http://corp.credoreference.com/product-services/
information-literacy-course-module.html)
Where are you now?Think about your current lessons:
How do students use information in your
lessons?
How do you support them?
What else could be done?
How can librarians help?
ReferencesAriew, Susan A. and Eison, James, "The Collaborative Imperative and Information Literacy: Strategies for Librarian-Faculty Partnerships" (2011). Academic Services Faculty and Staff Publications. Paper 30.http://scholarcommons.usf.edu/tlas_pub/30
Kobzina, Norma G. "A Faculty–Librarian Partnership: A Unique Opportunity for Course Integration." Journal of Library Administration 50.4 (2010): 293-314. Print.
Kvenild, Cassandra, and Kaijsa Calkins. Embedded Librarians: Moving beyond One-shot Instruction. Chicago: Association of College and Research Libraries, 2011. Print.
Shank, John D., and Steven Bell. "Blended Librarianship." Reference & User Services Quarterly 51.2 (2011): 105-10
Shen, Lan “Improving the Effectiveness if Librarian-Faculty Collaboration on Library Collection Development” Collaborative Librarianship 4(1):14-22(2012)
Yousef, Atif, “Faculty Attitudes Toward Collaboration with Librarians” (2010). Library Philosophy and Practice (e-journal). Paper 512 http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1530&context=libphilprac