Implementing Information Literacy Implementing Information Literacy Competencies in Undergraduate Competencies in Undergraduate

Science CurriculumScience Curriculum

Deng PanKeene State College

Deng Pan

Keene State College

AgendaAgenda

Context of information and scientific information literacy competencies

A collaboration model

Examples of the implementation

What We Need to Think What We Need to Think About…About…

The context of information literacy

“… information literacy instruction will not succeed if it is kept generic. Librarians involved in instructional activities must come to know individual disciplines, departments, and programs because all have slightly different expectations and needs."

(Leckie & Fullerton, 1999)

What We Need to Think What We Need to Think About… (Cont)About… (Cont)

General information literacy competencies vs.Scientific information literacy competencies

ACRL/STS information literacy standards for science and engineering/technology

“General competencies of information literacy are starting points which can be modified for various disciplines.”

(Kaplowitz, et. al., 2003)

Information Literacy Information Literacy Competencies Specific to Competencies Specific to

Undergraduate Biology Undergraduate Biology Students (Draft)Students (Draft)

Understand the unique characteristics of scientific literature, including publication formats, structure of the scientific paper and peer review

Understand the importance of internal documentation and citation of relevant literature

Ability to critically evaluate sources of scientific information

Understand the ethical, legal and social issues surrounding scientific information

Ability to interpret and use presentation tools

Adapted from ACRL/STS standards

Triangle Information Triangle Information Literacy Instruction (TILI) Literacy Instruction (TILI)

ModelModelLibrarianLibrarian

StudentsStudentsFacultyFaculty

Information Literacy

Competencies

Information Literacy

Competencies

Implementation of Scientific Implementation of Scientific Information Literacy Information Literacy

CompetenciesCompetencies

InformationCommunication

in Science

InformationCommunication

in Science

Use of Subject Databases

Use of Subject Databases

Scientific Writing

Scientific Writing

ScientificPapers

Reading

ScientificPapers

Reading

Scientific Information

Literacy Competencies

Scientific Information

Literacy Competencies

Information Information CommunicationCommunication

TopicTopic

ReferencesReferences

BooksBooks

Edited VolumesEdited Volumes ScholarlyJournal

ScholarlyJournal

Conference ProceedingsConference Proceedings

ResearchResearch

Primary Sources

SecondarySources

Reading Scientific Reading Scientific LiteratureLiterature

ChallengeNot realize the importance of scientific literatureDifficult to understand and digest

SolutionsIntroduce the structure of the paperProvoke critical thinkingRecognize the connection between concepts from previous knowledge and the ideas in a particular paper.Compare the format

Suggestions Select some papers to read Kenyon College’s tutorial and quizzes

http://biology.kenyon.edu/Bio_InfoLit/index.html

Scientific WritingScientific Writing

PurposeIssues of audience and formatUnderstand the ethical, legal and social issues around the information

Future PlansMore pieces of writing will be integrated

References/Further References/Further ReadingReading1. Association of College and Research Libraries. (2000). Information literacy competency standards for higher

education. Retrieved May 24, 2006, from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

2. American Library Association, Association of College and Research Libraries, and Science and Technology Section. (2004). Information literacy standards for science and engineering/technology. Retrieved May 24, 2006, from http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm

3. Carder, L., W., P. & Bibb, D. (2001). Case-based, problem-based learning information literacy for the real world. Research Strategies. 18, p. 181-190.

4. Herro, S. J. (2000). Bibliographic instruction and critical thinking. Journal of Adolescent & Adult Literacy. 43 (6), p. 554- 558.

5. Jsaak, D. J. & Hubert, W. A. (1999). Catalyzing the transition from student to scientist : A model for graduate research training. BioScience. 49 (4), p. 321-326.

6. Leckie, G.J. & Fullerton, A. (1999). Information literacy in science and engineering undergraduate education: Faculty attitudes and pedagogical practices. College & Research Libraries. 60(1):9-29.

7. National Research Council, Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century. (2003). BIO 2010: Transforming undergraduate education

for future research biologists. Washington, DC: National Academies Press.

8. Nerz, H. F. & Weiner, S. T. (2001). Information competencies: A strategic approach. Proceedings of the ASEE 2001 Annual Conference, Albuquerque, NM. Retrieved May 24, 2006, from http://eld.lib.ucdavis.edu/fulltext/00510_2001.pdf

9. Russell, J. M. (2001). Scientific communication at the beginning of the twenty-first century. International Social Science Journal. 53 (2), p. 271-282.

10. Smith, E. M. (2003, Spring). Developing an information skills curriculum for the sciences. Issues in Science and Technology Librarianship. 27, Retrieved May 24, 2006, from http://www.istl.org/03 spring/article8.html