Developmental Mastery of Information Literacy Skills

1. Developmental Mastery of Information Literacy Skills ACA’s Project Workshop on Integration of Library Materials and Information Literacy March 22, 2008 Melissa Garrett, Union College [mgarrett@unionky.edu] And Emaly Conerly, Carson-Newman College [econerly@cn.edu]

3. Points to consider for Developmental Mastery of Information Literacy: ACRL IL Standards Discipline Campus Culture Pedagogy Taxonomy of Learning Learning Stages

4. ACRL Information Literacy Standardshttp://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm • The information literate student: • Standard 1 Determines the nature and extent of the information needed. • Standard 2 Accesses needed information effectively and efficiently. • Standard 3 Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. • Standard 4 Individually or as a member of a group, uses information effectively to accomplish a specific purpose. • Standard 5 Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

5. Campus Culture • Commitment to the development of life-long learning for students • Openness to change and learning by the librarians and the faculty • Collaboration between faculty and librarians • Use and on library resources and services in course instruction dependence • Support for information literacy at multiple levels, from college administration to librarians

6. Bloom’s Taxonomy of Educational Objectives A. Lower skills 1. Knowledge *list, name, describe, state, measure, label, summarize 2. Comprehension *identify, illustrate, explain, classify, indicate 3. Application *perform, use, manipulate, assess, change, demonstrate B. Higher Skills 4. Analysis *analyze, discriminate, criticize, infer, conclude 5. Synthesis *combine, discuss, argue, derive, reconstruct, design, relate 6. Evaluation *support, attack, appraise, judge, justify, clarify

8. ACRL IL Standard 1.2.d. Credit: John Adkins, University of Charleston

9. Do our students come to us ready to move right through these learning stages? T Thinking Mode A: Sgt. Friday – Just the Facts Ma’am 1st teaching/learning task: Change student’s concept of knowing from memorizing to understanding Transition 1: Understanding that knowledge is uncertain 2nd teaching/learning task: Recognizing legitimate uncertainty Thinking Mode B: Baskins Robbins – Anything Goes Transition 2: Perceiving opinion as insufficient 3rd teaching/learning task: Teaching students to develop criteria for making judgments, to compare and contrast Thinking Mode C: Playing the Teachers’ Games Transition 3: Convincing students that the game matters 4th teaching/learning task: Tying analysis to values Thinking Mode D: Playing like a Pro (Chuck Bonwell, TLI, ACA, June, 2007) (

10. C-N Library Homepage Gateway to our Resources and Services

11. Lib 101 1st Class Session

12. Lib 101 2nd Class Session The Jeopardy! Information Literacy Challenge Jeopardy! Information Literacy Challenge

13. General Reference Pathfinder: a Dynamic Model Subject-Specific Reference Emphasize these resources: $$ Selected Underutilized Bibliographies Books Journals Multi-Media, Interactive _________________________________________________________________ Internet

14. Discipline or Subject Content Flow of information and importance of currency of information Specialized vocabulary Formats and methods of organization used in writing Authorities and credentials presented? Primary/secondary sources? Use of statistics, field research, interviews, ethnographies? Documentation style used

15. Union College & Information Literacy: Maximizing Fitness Peaks in the IL Adaptive Landscape • Summer 2006 – Library initiates 5-Year BI Plan (ACA FELR Grant) • IL standards included in three of Union College Goals for General Education (Communication; Critical Thinking; Learning Skills) • Library BI Plan links BI session syllabi w/Goals for General Education and ACRL Information Literacy Competency Standards for Higher Education • Incremental progression: Basic Library Orientation; ENCO 101-102; Entry-Level Discipline-Specific Courses; Capstone Courses

16. Spring 2007 – IL outcome consolidated and added to UC Liberal Education Outcomes • Liberal Learning Goal 1: Communication Skills A Union student should, by graduation, be able to: • 1.4 locate, evaluate (for authenticity, validity and reliability) and use effective graphical, aural and textual information available through libraries, community resources, special interest organizations, media and the internet. • Academic Assessment Committee • Determine assessment measures • Each Academic Program to identify course(s) which assess the Liberal Education Outcomes

17. Managing It All: a Few Tools to Encourage Developmental Mastery • Weeks-Townsend Memorial Library Assessment Plan • Library Session syllabi • Pathfinder Model • Provides overview of possible resources • Links with library Learning and Information Resources • Permits Discipline-specific application • Taxonomy & IL Outcomes Working Chart • Lower & Higher Skills at a glance • Alignment of Skills w/ACRL IL outcomes

18. Syllabi for BI sessions: • Include a Module or Session Description which gives an overview of the session(s) • Link student learning outcomes to Union College Liberal Education Outcomes and ACRL Information Literacy Competency Standards • Include assessment method and goal • Coordinate w/Discipline-Specific course or assignment • Outcomes • Resource requirements

19. Fall 2007: First-Year Students Bloom’s Taxonomy Library Instruction Sections 50-minute Basic Library Orientation (Welcome Weekend) 50-minute Research Overview 50-minute Discipline-Specific BI IL outcomes linked to Discipline-Specific course outcomes/assignment outcomes (Ready to Learn Workshop, May 2007) • Knowledge • Comprehension • Application

20. Carson-Newman College & Information Literacy: From Big Bang to Evolution 2003: The Big Bang WebCT Tutorial: 8 modules Pretest Orientation to the Carson-Newman LibraryIntroduction to types of information resources Defining the information need Locating information resources on a topic Evaluating information resources found Using information resources ethically and legally Post test Developed using the ACRL Standards and Learning Outcomes (We taught it all!) Taught in English 101 sections Two class sessions: library tour, hands-on lab session Killer Worksheets with each module for student homework

21. 2. 2006: Evolution ~ Phase I- Restructuring - Information overload - Emails on ILL listserv: Laddered Information Literacy - Restructured tutorial & Senior quizzes - Library Outreach - Aids to students and faculty on Library Homepage ~ Phase 2: Information Literacy Initiative - Approvals & Support: Provost, Academic Council, Academic Programs Committee - Revised General Education Program - Information Literacy – Core Component in each LA101 course & other core courses - For LA 101 courses (Freshman): WebCT IL Tutorial, research log, multiple library mini-sessions - C-N 101 – New, revised Scavenger Hunt - Library instruction in English 101 and Religion 101 - IL instruction in first major course - IL instruction in Capstone Major Senior course & IL Senior quiz

22. Example of Laddered Information Literacy Learning Outcomes: SUNY Oswego http://www.oswego.edu/library/instruction/outcomes.pdf