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Information Literacy

Information Literacy. Danielle Drasser and Holly Heller-Ross, Plattsburgh State University of New York. Introductions. Danielle Drasser: Graduate Assistant (Internet Research and Data Organization) Holly Heller-Ross: Associate Librarian (Research Design and Syllabus Reviewer)

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Information Literacy

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  1. Information Literacy Danielle Drasser and Holly Heller-Ross, Plattsburgh State University of New York.

  2. Introductions • Danielle Drasser: Graduate Assistant (Internet Research and Data Organization) • Holly Heller-Ross: Associate Librarian (Research Design and Syllabus Reviewer) • Dr. Robert Karp: Director of Institutional Research (Research Consultant and Statistical Analyst)

  3. Overview • Quick overview of what this is all about • SUNY Trustees approved a new General Education Requirements, including Information Management Competencies • CHE/MSA and other accrediting bodies also include information literacy outcomes

  4. Information Management • “These competencies should be infused throughout the General Education program” http://www.sysadm.suny.edu/provost/Genedguidelines.pdf • perform the basic operations of personal computer use; • understand and use basic research techniques; • locate, evaluate and synthesize information from a variety of sources

  5. Research Questions • Are these competencies already present in SUNY courses? • To what extent and in what manner are they present? • How frequently? • In which Disciplines? • In upper/lower levels?

  6. Why is this Important? • Students should be aware of competencies they are developing • Faculty deserve credit for work we are already doing • Librarians need to know where to concentrate information management integration efforts

  7. Research Methodology • Searched campus websites for syllabi twelve (12) from each campus • Selected two (2) subjects in each disciplineSelected two (2) courses in each subject: one (1) lower level and one (1) upper level. • Excluded library and computer courses

  8. Close up Example

  9. Methodology continued • Reviewed each syllabus for the three information management competencies • Explicitly stated (use adobe photoshop for final assignment or use three journal articles in your research paper) • Implied (list of web sites students expected to access for course materials)

  10. Close up Example • “Protein Structure Project. Each student will select a protein to study using the program RasMol. Using RasMol and the primary literature on the protein, the students will write a 5-page paper describing the molecule in detail. An appendix of at least 3-5 RasMol images of the protein will be handed in with the paper. This project is due in class on Friday, November 10. A web page with necessary links will be available for student use(www.fredonia.edu/department/biology/lee/protein-project.htm).” • Dr. T. Lee, SUNY Fredonia, used with permission.

  11. Caveats • Non-random sample • Subject variation in disciplines and campuses • Limits of generalizing within disciplines (physics may not be representative of biology) • University centers and some university colleges

  12. Data Analysis • Coded data into an Excel spreadsheet • Descriptive statistics using SPSS • Frequency distributions • Cross tabulations

  13. Findings • 81% of courses required one or more competencies (116 of 144) • 8% required all three • 56% required basic computer use • 32% required basic research techniques • 39% required location/evaluation/synthesis of information sources

  14. Use at your own Campus • This research approach could be used to assess your own courses for Information Management competencies • Could be used to establish a developmental sequence of competency inclusion within a major • Group Practice!

  15. Further Research • Expand to include SUNY two year colleges • Change research design to a stratified proportionate random sample of courses • Focus on General Education courses

  16. Thank You!!!!!

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