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Teaching Students Research and Information Literacy Skills

Teaching Students Research and Information Literacy Skills. Anna Marie Johnson and Rob Detmering University of Louisville Libraries October 3, 2013. Literacy Literacy?. Information Literacy Computer /Technology Literacy Digital Literacy Media Literacy Scientific Literacy

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Teaching Students Research and Information Literacy Skills

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  1. Teaching Students Research and Information Literacy Skills Anna Marie Johnson and Rob Detmering University of Louisville Libraries October 3, 2013

  2. Literacy Literacy? • Information Literacy • Computer /Technology Literacy • Digital Literacy • Media Literacy • Scientific Literacy • Numerical Literacy • Health Literacy • Financial Literacy

  3. Defining “Information Literacy” • “…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.“ American Library Association, 1989 • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Association of College & Research Libraries, 2000

  4. Why Information Literacy Matters • Academic Research “the abundance of information technology and the proliferation of digital information resources make conducting research uniquely paradoxical: Research seems to be far more difficult to conduct in the digital age than it did in previous times” (Project Information Literacy, 2009) • The Workplace • Life Skills • Democracy , Social Justice, and Critical Literacy “information literacy. . .also encompasses engendering lifelong learning, empowering people, promoting social inclusion, redressing disadvantage, and advancing the well-being of all in a global context” (Jacobs, 2008)

  5. Why Information Literacy Matters • Project Information Literacy : projectinfolit.org • ERIAL: erialproject.org • The Citation Project: site.citationproject.net

  6. Information Literacy in the Classroom Role of the classroom instructor Role of the librarian Atwong, C. T., & Heichman Taylor, L. J. (2008). Integrating Information Literacy into Business Education: A Successful Case of Faculty-Librarian Collaboration. Journal Of Business & Finance Librarianship, 13(4), 433-449. Elmborg, J. K. (2003). Information literacy and Writingacross the Curriculum: sharing the vision. Reference Services Review, 31(1), 68-80. Jacobs, H. L. M., & Jacobs, D. (2009). Transforming the One-Shot Library Session into Pedagogical Collaboration: Information Literacy and the English Composition Class. Reference & User Services Quarterly, 49, 72-82. Lampert, L. (2005). "Getting Psyched" About Information Literacy: A Successful Faculty-Librarian Collaboration for Educational Psychology and Counseling. Reference Librarian, 43(89/90), 5-23. Pritchard, P. A. (2010). The Embedded Science Librarian: Partner in Curriculum Design and Delivery. Journal of Library Administration, 50(4), 373-396.

  7. Information Literacy in the Disciplines • How are information literacy skills (finding, evaluating, and using information) important to your discipline? • Brainstorm a possible assignment you might give undergraduate students that would foster the development of information literacy skills.

  8. Scaffolding Larger Assignments • Project Information Literacy handout study (2010) found an emphasis on mechanics of preparation, rather than specific guidance about the research process (lack of situational context and information-gathering context). • Consider scaffolding larger research assignments with short assignments that keep students on track and clarify the situational and information-gathering contexts. • Short assignments also allow students to practice relevant information skills prior to completing a larger project.

  9. Considerations for Teaching Research • Avoid making assumptions about what students know. • Communicate clear and realistic expectations. • Develop an appropriate time table for the assignment. • Clarify key concepts through class discussion and activities. • Emphasize support structures (library research assistance, writing center, etc.). • Consult with a librarian on assignment design and/or available sources.

  10. Thank You! • Anna Marie Johnson: annamarie@louisville.edu • Rob Detmering: robert.detmering@louisville.edu

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