Information Literacy (IL) at StFX

Librarian/Faculty Partnership

February 21, 2006

Definitions

Information: the communication or reception of knowledge or intelligence; knowledge obtained from investigation, study, or instruction

Literate: educated; cultured; having knowledge or competence

(www.m-w.com)

Definition of LITERACY in an information world…

The abilities to ‘read’ a range ofprinted, electronic and visual texts;

master the new communicationstechnologies via spoken and writtenlanguage; locate, manage, evaluateand use information or knowledge;

and engage critically with media andother texts.

(Lonsdale & McCurry, 2004)

Information Literacy: A Librarian’s Perspective

A set of abilities requiring individuals to

“recognize when information is needed and

have the ability to locate, evaluate, and use

effectively the needed information”

Association of College and Research Libraries (ACRL 2005)

Information Literacy Enables Learners to…

master content

transfer skills

extend their investigations

become self-directed

assume greater control over their own learning

Goals for Information Literacy

Academic success

Workforce success

Lifelong learning

Information Literacy in Education

Examples from elementary/middle school curriculum:

Collect specific information from a variety of sources, including print, oral discussions, electronic media, computer technology (gr.4)

Identify viewpoints, opinions, stereotypes, and propaganda in literary, informational, and mass media communications (gr.7)

Evaluate the usefulness and reliability of various sources of information regarding drugs (NS Dept of Education, Health Education Curriculum, gr.4-6)

Information Literacy in Academia

Strong focus since ~1990

Wealth of articles:

defining Information Literacy

designing instructional methods for teaching Information Literacy

designing instructional methods for assessing

student achievement in Information Literacy

An information literate student is able to:

GAP Determine the extent of information needed

KNOW

FIND Access needed information effectively and efficiently

ACCESS

EVALUATE Evaluate information and its sources critically

EVALUATE

USE Use information effectively to accomplish a specific purpose

USE

INFORMA-TION SOCIETY

Understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally

ETHICAL/LEGAL

Standards, Performance Indicators, and Outcomes

Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators: The information literate student articulates and applies initial criteria for evaluating both the information and its sources.

Outcomes Include:• Examines and compares information from various

sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias

• Analyzes the structure and logic of supporting arguments or methods

• Recognizes prejudice, deception, or manipulation • Recognizes the cultural, physical, or other context

within which the information was created and understands the impact of context on interpreting the information

Library Instruction vs

Information Literacy

Library Instruction

Mechanics/Tools Passive Librarian-centered Presentation Course-related

University of West Florida: http://library.uwf.edu/reference/ILvsLibInstruction.ppt

Information Literacy

Concepts/Process Active Student-centered Outcomes Curriculum-integrated Resource-based learning Self-directed learning Critical thinking

Incorporating IL across curricula requires…

COLLABORATORS/ALLIES

Faculty

Librarians

Administration

Faculty Role

Developing an understanding of the

concept of IL

Integrating IL concepts into assignments and teaching methodology

Evaluating student progress toward IL

(adapted from Leddy Library IL Policy)

Librarians Role

Providing library instruction designed to foster IL

Collaborating with faculty to embed IL concepts into assignments and curricula

Creating research guides, handouts, tutorials (online and in person)

(adapted from Leddy Library IL policy)

Administrators Role

Promoting IL on campus & in university-wide committees

Assisting with planning and development

Provide ongoing resources to sustain IL

(adapted from Leddy Library IL policy)

Why Faculty as Allies for Information Literacy?

Chief motivators of student use of library and information resources

Provide class time for librarian to present course integrated, research skills sessions

Directly influence attitudes that students form about the library/information and its usefulness in their courses, future careers and lives

Young, R., & Harmony, S. (1999). Working with faculty to design undergraduate information literacy programs. NY: Neal-Schuman.

Evidence Based MedicineDefined as:

Conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. The practice of evidence based medicine means integrating individual clinical expertise with the best available external clinical evidence from systematic research.

Sackett, D., Rosenberg W., Gray J., and Haynes, B. (1996). Evidence based medicine: what it is and what it isn't. BMJ, 312(7023), 71-72.

EBM explained in an IL “way”…

Defining a focused clinical question (the patient, population, problem)

Collecting the evidence to answer the question (literature search)

Evaluating the evidence gathered Integrating evidence, clinical knowledge

and patient factors (make and carry out decision)

Evaluation of the whole process for improvement (integration into personal knowledge base and practice)

Sharon Grant “Information Literacy and Consumer Health,” July 2002, White Paper prepared fro UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Repulbic. Available at: <http://www.nclis.gov/libinter/infolitconf&meet/papers/grant-fullpaper.pdf>

Key Characteristics of Millennial/Gen Y/Net

Generation Generally confident in large institutions Receptive to be part of larger group efforts Want to be independent problem solvers Accustomed to media rich entertainment and

computing Proficient in using many kinds of media Multi-tasking is the accepted norm for their

personal, social and work activities Slow to build trusting relationships; but Prefer to build a wide sustained network of

connections via technology

Chuck Thomas and Robert H. McDonald, "Millennial Net Value(s): Disconnects Between Libraries and the Information Age Mindset" (August 15, 2005) Florida State University D-Scholarship Repository, Article #4. http://dscholarship.lib.fsu.edu/general/4

Ten Attributes of an Information Age Mindset

Computers are not technology but a given. … (Students) make the devices work without a manual, without an instruction set.

The Internet is better than TV … Many of our students do believe that everything they need to know is on the Web and it's free.

Reality is no longer real. (e-mail authorship and even photographs can be manipulated).

Doing is more important than learning … In many disciplines, the half-life of information is measured in months and years…. As our students enter the workforce, the ability to deal with complex and often ambiguous information will be more important than simply knowing a lot of facts or having an accumulation of knowledge."

Nintendo over logic. (Rephrased by Oblinger: "Nintendo symbolizes a trial and error approach to solving problems.")

Typing rather than handwriting. Multitasking way of life. Staying connected. Zero tolerance for delays. Consumer/ creator blurring. In a cut and paste world, distinctions

between creator, owner, and consumer of information are fading.

Jason L. Frand. "The Information-Age Mindset: Changes in Students and Implications for Higher Education." Educause Review 35.5 (200): 15-24.

1Diana Oblinger. "Boomers, Gen X's, & Millennials: Understanding the New Students," Educause Review 38.4 (2002):27-47.

Information Literacy Approach to the

Information Age Mindset  

MINDSET/POSITIVES LIMITATIONS IL EXTENDED APTITUDES

Computers are not technology but a given.High comfort level.

Assumes no skills needed Skills

Internet is better than…Vast resource easily accessible 24/7. Interactive nature - can be very specific and always find something.

Limits information sources to those accessible on the Internet. The print format may be more appropriate for lengthy treatment of some topics

Selection of sources

Reality is no longer real: skeptical of truth(s) or reality  Not passively accepting of information – healthy skepticism

Lacks confidence in all information.  Focus is on opinion rather than expertise.

Evaluate

Consumer / creator  blurring - cut and paste interactive world. Draws creative connections among information sources.

Lack of acknowledgement of sources. Illegal copying and use of proprietary information.

Legal and ethical issues

Three common strategies for IL in Higher Education

1. Non-Integrated Instruction

2. Course Integrated Instruction

3. Full Credit Information Literacy Courses

1. Non-Integrated Instruction

Some involvement between faculty member and librarian in deciding content

Faculty member does not actively collaborate with librarian in designing or providing content

Librarian has no or very little involvement in the design or evaluation of the assignment

May include library tours, workshops, one-offs

2. Course-Integrated ILFaculty are actively involved in the

design, execution and evaluation of IL in collaboration with librarians

Instruction is curriculum based, directly related to course work and/or assignments

Students are required to participate

Student’s work is graded or credit is received for participation

3. Full Credit Information Literacy Courses

Canadian examples at:

University of Lethbridge Brock UniversityUniversity of Toronto at Mississauga University of Alberta –

Augustana Campus (21 discipline specific courses)

Examples of Possible Goals for IL at StFX

To assess information literacy skills and knowledge in the curriculum

To improve information literacy skills and knowledge by embedding them in the curriculum

To increase awareness of information literacy concepts

An Inforamus is…

“An inforamus is someone doing bad searches with an inadequate

search engine in a morass of disorganized, incomplete, and

sometimes inaccurate information, and who is perfectly

happy with the results.”          

 (Majka, David. “The Conqueror Bookworm” in American Libraries. June/July 2001, 61-63.)

Question…

How does the institution (StFX) ensure that it’s members develop the critical literacy skills needed to locate, evaluate and responsibly use information?

How does the institution (StFX) utilize the special skills of information professionals to support learning and teaching…?

Western Assn. of Schools and Colleges, Handbook of Accreditation 2001, Section II The Standards, 25-26.

Discussion/Questions

Future of embedding IL (your part)

Future of librarians’ role in IL (our part)

Beloit College www.beloit.edu/~libhome/Infoliteracy.htm