1 / 11

Embedding Information Literacy into the curriculum

Embedding Information Literacy into the curriculum. Presentation for the CSU Tertiary Teaching Colloquium, Bathurst, June 2008. Information Literacy.

Anita
Download Presentation

Embedding Information Literacy into the curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Embedding Information Literacy into the curriculum Presentation for the CSU Tertiary Teaching Colloquium, Bathurst, June 2008

  2. Information Literacy To be information literate an individual must recognise when information is needed and have the ability to locate, evaluate and use effectively the information needed... Ultimately information literate people … know how to learn because they know how information is organised, how to find information, and how to use information in such a way that others can learn from them … American Library Association (ALA) Presidential Committee on Information Literacy (1989) Final Report. Chicago: The Association.

  3. Why Educatein Information Literacy? • Information Literacy implied within CSU Graduate Attributes • Information Literacy integral to the development of lifelong learning • To equip students for academic learning • Move beyond the Google/Wikipedia mindset

  4. Australian and New Zealand Information Literacy Standards • recognises the need for information and determines the nature and extent of the information needed • finds needed information effectively and efficiently • critically evaluates information and the information seeking process • manages information collected or generated • applies prior and new information to construct new concepts or create new understandings • uses information with understanding and acknowledges cultural, ethical, economic legal, and social issues surrounding the use of information

  5. CSU Graduate Attributes build students’ capacity to contribute to their community and to the wider society. By the conclusion of their studies, students are able to: • demonstrate a broad overview of their field of knowledge • communicate effectively in a manner relevant to their discipline • demonstrate analytical skills, including the exercise of critical and reflective judgement • address unfamiliar problems • plan their own work • work as a team member • demonstrate a national and international perspective • demonstrate an understanding of, and commitment to, values-driven practice in their field of study that takes account of open enquiry, ethical practice, social justice, cultural diversity, reconciliation and environmental sustainability.

  6. Embedding information literacy Achieving information literacy requires an understanding that such development is not extraneous to the curriculum but is woven into its content, structure, and sequence. Bruce, C. (1994) Information literacyblueprint, Qld:Griffith University, http://www.griffith.edu.au/ins/training/computing/web/blueprint/content_blueprint.html [accessed 30 May 2008]

  7. Academics as Vital Agents … university academics … Dealing with the day-to-day, “real-world” pressures of teaching and learning, … are potentially vital agents for information literacy. Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty's conceptions of information literacy. Journal of Documentation, 63(2), p. 205

  8. The Embedding Process • Recognise the need for Information/AcademicLiteracy training • Own the process • Think ahead • Discuss options with Information Librarian • Collaborate with Library, EDs and LSAs to set up • Run program • Evaluate outcomes • Review and revise

  9. Library Resources for embedding Three levels of embedding: In Interact subject site: On-line, teach yourself research skills tutorials for self paced learning In an assignment: Tailored and assessable database tutorials for contextualised research skills training In whole subject: ILIC (Information Literacy in Context) program

  10. Library Contacts Miranda Mariette Information Literacy Coordinator Ph: 86163 mmariette@csu.edu.au Vanessa Salway Team Leader, Information & Liaison Services, Bathurst and Orange Ph: 84486 vsalway@csu.edu.au Lisa Griffin Team Leader, Information & Liaison Services, Wagga and Albury Wodonga Ph: 32050 lgriffin@csu.edu.au

  11. References American Library Association (ALA) Presidential Committee on Information Literacy (1989) Final Report. Chicago: The Association. Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty's conceptions of information literacy. Journal of Documentation, 63(2), p. 205 Brabazon, T. (2007). The University of Google : education in the (post) information age. Aldershot: Ashgate Publishing Limited. Bruce, C. (1994) Information literacy blueprint, Qld: Griffith University. http://www.griffith.edu.au/ins/training/computing/web/blueprint/content_blueprint.html Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework, principles, standards and practice (2 ed.). Adelaide: Australian and New Zealand Institute for Information Literacy. Charles Sturt University, Division of Library Services, (2008) Vision, Mission and Values Charles Sturt University, Division of Library Services Hamilton, L. (2008). Embedding Information Literacy into the Prehospital Care Curriculum. Journal of Emergency Primary Health Care (JEPHC), 6(1), 1-6.

More Related