Integrating Information Literacy and Technology into the Curriculum

1. Integrating Information Literacy and Technologyinto the Curriculum A Guide for Salter College Faculty

2. Information TechnologyInformation Literacy •Computers, software applications, databases etc. • Academic, work-related, and personal goals. • Technological proficiency confused with information literacy • Il is a distinct and broader area of competence • Information literate individuals develop technology skills.

3. What is Information Literacy (IL) • Know • Access • Evaluate • Use • Understand

4. Why Include IL Instruction? •Staff • Budget • Function • Use and Accessibility • Holdings • Acquisitions • Accreditation Standards • ACICS

5. Why Include IL Instruction in the Classroom? Your Students • What are the benefits of information literacy instruction for students? • Reduces library anxiety. • Teaches students to locate, evaluate, and use information effectively. • Teaches students to understand the research process, • narrowing research topics • scholarly vs. popular articles

6. Benefits (continued) • Learn , evaluate news, essays and scholarly research , a skill imparted by a college education. • Prepares students to become independent life-long learners • Prepares students to be professional in a 21st century world where they constantly need to update their skills. • Familiarity with the professional literature of their field is one of the main ways they can keep up.

7. How to Include IL instruction? Two Step Approach Step One Train the Instructor Program for Faculty • Equip instructors with the tools needed to integrate information literacy into courses. • Cover effective instructional approaches • Demonstrate actual search strategies • Present resources that instructors can incorporate in their own teaching.

8. Learning Outcomes for Faculty IL Instruction • Understand that the library provides both access and instruction • Identify types of resources available in the Salter Library • Understand Information literacy and the value of integrating information literacy into their courses. • Able to develop well designed assignments that: • provide opportunities for active engagement with subject content • challenge students to think critically, and • reflect on their processes for finding and using information • take the necessary steps to take charge of their own learning.”

9. How to Include IL instruction Step Two Student instruction in the library and in the classroom • Faculty Participation • IL Instruction Program Policies and Procedures • Faculty Participation • College Survival Skills (Introduction to Library Resources) • Faculty Participation • In class workshops for specific assignments • Library instruction is most effective when students need to use it for a specific assignment.

10. STUDENT LEARNING OUTCOMES FOR INFORMATION LITERACY Introductory Concepts 1. Able to develop, focus and revise a research question or statement. 2. Knows the difference between scholarly and popular literature. 3. Utilize the online catalog for locating resources. 4. Select and navigate a database(s) to find articles. 5. Search the Web more efficiently and evaluate Web resources. 6. Summarize the content of information sources and identify the main points. 7. Understand the basics of citation and plagiarism.

11. STUDENT LEARNING OUTCOMES FOR INFORMATION LITERACY ADVANCED CONCEPTS 1. Utilize more complex features of the online catalog. 2. Create more sophisticated search strategies in the databases. 3. Understand the difference between primary and secondary sources, and current and historical research. 4. Evaluate all sources of information critically. 5. Sees relationships between concepts, explores different points of view and is able to integrate new ideas into knowledge base and value system.

12. Guidelines for Designing IL Assignments Keep in mind what motivates students: •Relevance to course content • Their grades • Curiosity about the subject matter • Presentation of the process by the instructor or librarian • Expected level of success

13. Guidelines for Designing IL Assignments (continued) Set outcomes and discuss them with your students • Types of resources required • Charts outlining the differences can be very helpful • Think about paper or project as a process • Explore a problem assignment • Encourage a critical approach to doing research • Keep your assignments current • Allow variety in topic selection • Get to know your librarian

14. Examples Alternative AssignmentsIt Doesn’t Have to be a Paper! •Research Log • Pathfinder • Annotated Bibliography • Building Block Research Project • Comparing Sources • Biographical Assignment

15. Tools to Support Our Partnership •Instructor Handouts • Creating Effective Library Assignments • Suggestions for Successful Internet Assignments • Library Handouts • When Must I Document a Source • Program Library Resource Guides • Course Level Library Resource Guides • Subject Level Guides (pathfinders) • ACRL Standards based Exercises Samples • Creating a Research Question • Annotated Bibliography • Comparing Print and Web Resources • Authorship, Rights of Authors, Responsible Use of Other’s Work • Anatomy of a Term Paper • Contrast Journal Articles

16. Assessing our Results 1.Begins with educational values. 2. Most effective when multidimensional, integrated, and revealed in performance over time. 3. Best when the programs have clear, explicitly stated purposes. 4. Requires attention to outcomes and experiences that lead to outcomes. 5. Best when ongoing, not episodic.

17. Assessing our Results (continued) Wider improvement when educational community is involved. Begins with issues of use and illuminates questions people care about. Lead to improvement when part of larger set of conditions that promote change. Educators meet responsibilities to students. Most effective taken in environment that is receptive, supportive, and enabling.