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Information Literacy in the First Year: Collaborating, Planning and Assessing at Austin Peay

Information Literacy in the First Year: Collaborating, Planning and Assessing at Austin Peay. Ms. Lori Buchanan, Instructional Services Librarian and Professor, Ms. Gina Garber, Digital Services Librarian and Assistant Professor, and Dr. Susan Calovini, Professor of English

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Information Literacy in the First Year: Collaborating, Planning and Assessing at Austin Peay

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  1. Information Literacy in the First Year: Collaborating, Planning and Assessing at Austin Peay Ms. Lori Buchanan, Instructional Services Librarian and Professor, Ms. Gina Garber, Digital Services Librarian and Assistant Professor, and Dr. Susan Calovini, Professor of English Austin Peay State University

  2. Integrating Freshman Level Information Literacy Librarians were involved from the beginning in the planning and implementation of the first-year experience program. Collaboration between librarians and other members of the University Community was crucial in achieving the integration of information literacy outcomes into the first-year curriculum. Formative assessment of information literacy learning outcomes occurred in the first-year course, APSU 1000. Instructor/Librarian surveys & focus groups were used to gather information regarding the information literacy instruction.

  3. Teaching Information Literacy in APSU 1000: An English Professor’s Perspective

  4. Bridging the Campus Divide   APSU 1000 ----------- Information Literacy --------------- APSU Planners:  Component                        Faculty: “Student “Academic Success”                                                     Success” Goals                                                                    Goals

  5. The APSU 1000 Information Literacy Goal is to prepare students so that all faculty may expect them to be able to use the Library Website http://library.apsu.edu/ and the physical library as a gateway to high quality, academic information sources, begin to search library databases effectively (Boolean operators, keyword searching, truncation), begin to evaluate and select sources appropriate for college-level work, and cite sources in different styles, paraphrase correctly, and avoid plagiarism.

  6. Quiz ResponsesLibrarian Reports Select a section below to see the quiz report for that section Quiz ResponsesProfessor Reports Select a section below to see the quiz report for that section LILT Dynamic Quiz Database Report System built by Aaron Dobbs, APSU

  7. How do we use the LILT quiz results? • to determine library instruction content specific to each APSU 1000 section • to make future modification of LILT content • to further collaborative efforts between librarians and instructors to insure that students become information literate • to provide evidence that we are systematically assessing student learning outcomes and using the results to improve teaching and learning

  8. What do the LILT Quiz Results Tell Us? – one example Every information source that presents a single viewpoint on an issue (e.g., the American Cancer Society website’s view on smoking) is biased, that is, it promotes support for a particular viewpoint. [True or False] - Question 8, Module 5 771 correct responses; 77% of the total participants IL Standard 3 (Critical evaluation of information and its sources), Outcome: The information literate student demonstrates an understanding that information in any format reflects/supports a point of view and may be designed to trigger emotions.

  9. Critically Evaluating WebsitesActive Learning Select a topic and find several websites to share with students. The selected websites should 1) cover opposing viewpoints on the issue, 2) contain at least one very authoritative site (Congressional Research Service web pages), and 3)contain an obviously unsuitable source of information for an academic paper or speech. Have students break into groups to discuss which websites are suitable for academic work and discuss why. The point of the exercise is to help students determine the criteria for selecting high quality, academic sources to use in their college work. Reinforce important evaluation criteria points by using the A-B-C webpage at http://library.apsu.edu/guides/1_1_13.htm and the evaluation examples at http://library.apsu.edu/guides/1_1_13.htm.

  10. Example Websites for Gun Control If You Don’t Kill It & Grill It, Who Will? Says Ted Nugent Issue Brief for Congress received through the CRS Web – Gun Control Legislation in the 108th Congress The Coalition to Stop Gun Violence, “Mr. President, You Broke Your Promise” National Rifle Association-ILA, “The Top 10 Reasons The Clinton Gun Ban Should Expire”

  11. Source: Gun Control Legislation in the 108th Congress (Congressional Research Service)

  12. Source: The Coalition to Stop Gun Violence Website excerpt from the “About Us” page: The Coalition to Stop Gun Violence (CSGV) emerged from the civil rights movement in the early 1970s and pushes a progressive agenda to reduce firearm death and injury. We were founded on the principle of collaboration, meaning that we work closely with other organizations to achieve our common goals.

  13. Source: National Rifle Association Website Who We Are, And What We Do Established in 1975, the Institute for Legislative Action (ILA) is the “lobbying” arm of the National Rifle Association of America. ILA is committed to preserving the right of all law-abiding individuals to purchase, possess and use firearms for legitimate purposes as guaranteed by the Second Amendment to the U.S. Constitution.

  14. What else do the LILT quiz results tell us? You can avoid plagiarizing by: [select the correct response or responses] - Question 4, Module 6 461 correct responses; 57% of the total participants IL Standard 5 (Ethical use of information), Outcome: The information literate student demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. IL Standard 4 (Effective use of information to accomplish purpose), Outcome: The information literate student integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance.

  15. What else do the LILT quiz results tell us? The statement “Information is selected through a review process: best describes information found: [select the correct response] -Question 2b, Module 1 1620 correct responses; 78% of the total participants IL Standard 1 (Identifies types and formats of information), Outcome: The information literate student knows how information is formally and informally produced, organized, and disseminated.

  16. What else do the LILT quiz results tell us? Using the connector AND broadens your search; you will get more records back. [True or False] - Question 9, Module 2 1307 correct responses; 75% of the total participants IL Standard 2 (Accesses information effectively and efficiently), Outcome: The information literate demonstrates an understanding of the concept of Boolean logic and constructs a search statement using Boolean operators (AND, OR, NOT).

  17. What else do the LILT quiz results tell us? Which of the following is a good use of the “Invisible Web” (web sources that libraries buy and deliver)? [select the correct response or responses] - Question 4, Module 5 811 correct responses; 80% of the participants IL Standard 5 (Economic, legal, and social issues surrounding the use of information), Outcome: The information literate student describes differences between sources available on the “Public Web” and in the Library.

  18. Course Assessment: Instructor & Librarian Surveys(Instructor Completion Rate = 37 of 44; Librarian Completion Rate = 12 of 12) Instruction deemed most helpful to students by the instructors (#s): • Using search strategy techniques (e.g., Boolean operators) 24 • Using the Library as a gateway to quality academic sources 22 • Citing, paraphrasing, and avoiding plagiarism 20 • Evaluating and selecting appropriate sources for college work 16 • Taking the Felix 9 Lives Self-Guided Tour/Librarian-led tour 13 __________________________________ Instruction deemed most helpful to students by the librarians (#s): 9 yes, 3 maybe Library as a gateway 9 yes, 3 maybe Search strategy techniques 8 yes, 4 maybe Felix 9 Lives Self-Guided Tour/Librarian-led tour 8 yes, 3 maybe, 1 no Citing, paraphrasing, avoiding plagiarism 6 yes, 6 maybe Evaluating and selecting sources

  19. Course Assessment: Instructor & Librarian Surveys • How many library sessions should be included in APSU 1000: Two or more - 29 instructors One – 8 instructors Two or more - 11 librarians One – 1 librarian • Use of LILT in future APSU classes: Instructors 26 YES 11 Maybe Librarians 12 YES • Collaborated with librarian or instructor in front of the students YES 19 instructors NO 18 instructors YES 6 librarians NO 6 librarians

  20. Course Assessment: Instructor & Librarian Surveys Instructor interest in collaboration with librarians in discipline area:YES 25 Maybe 10 No 1 Co-creation of library-related assignments for a class YES 18 MAYBE 14 No 2 Collaboration on a classroom presentationYES 23 Maybe 9 No 4 Development of a web page Yes 7 MAYBE 16 NO 10 Construction of a web tutorial Yes 8 MAYBE 15 NO 11

  21. Created by Nancy Snyder

  22. Created by Nancy Snyder

  23. Created by Nancy Snyder

  24. APSU 1000 Instructor/Librarian Focus Group Results • LILT (Library Information Literacy Tutorial):helpful introduction to the library; should be required of all students; instructors should become familiar with LILT content and they should hold students accountable for it • Library Research and Essay Assignment (Career Profile):important to the APSU 1000 course; provides students with an opportunity to practice library skills that they can transfer to other situations; modify the assignment into a journal format or call it a “report” so that students understand that research is required • LICR (Library Instruction and Computer Room): all library instruction sessions need to occur here, because 1) students need to enter the Library, 2) the needed instructional technology is consistently available, and 3) it provides comfort zone for the librarians

  25. Conclusions • Librarians and instructors should collaborate to make sure that students gain information literacy knowledge, skills, and values that will prepare them to succeed both academically and in life. • Assessment should be included in the course planning process and the results used to improve instruction. • Once an information literacy foundation is laid at the freshman level, librarians and instructors should work together to see that more advanced information literacy outcomes are addressed and become articulated across the curriculum.

  26. Thank you for attending today! QUESTIONS?

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