Information Literacy Standards

1. Information Literacy Standards Presentation at the STS Annual Program, ALA Annual Conference, June 2012 Barbara MacAlpine Associate Professor and Science Librarian Trinity University San Antonio, TX

3. ACRL Info Lit Standards—Published 2000 “Fireworks in Tokyo” courtesy of Shin Kai (wikimedia)

4. STS Task Force Members • Virginia Baldwin, U. of Nebraska--Lincoln, task force chair • C.J. Wong, Quinnipiac University • Sheila Young, Arizona State University • Ibironke Lawal, Virginia Commonwealth U. • Daureen Nesdill, University of Utah • Barbara MacAlpine, Trinity University

5. STS Task Force Members • Virginia Baldwin, U. of Nebraska--Lincoln, task force chair • C.J. Wong, Quinnipiac University • Sheila Young, Arizona State University • Ibironke Lawal, Virginia Commonwealth U. • Daureen Nesdill, University of Utah • Barbara MacAlpine, Trinity University

6. STS Info Lit Standards Task Force, created January 2002 “Fireworks in India” courtesy of Subhendu.mukherjee (wikimedia)

7. STS Info Literacy Standards--Approved by STS Council June 2004 “Fireworks on the first day of Summerfest, Milwaukee” courtesy of Dori (wikimedia)

8. STS Info Literacy Standards Approved by ACRL, June 2006 “Firework in Vibonati (SA), Italy” courtesy of RiccardoPesce (wikimedia)

9. Comparison of Standards ACRL Standard One The information literate student determines the nature and extent of the information needed. STS Standard One The information literate student determines the nature and extent of the information needed.

10. Comparison of Standards ACRL Standard Two The information literate student accesses needed information effectively and efficiently. STS Standard Two The information literate student acquires needed information effectively and efficiently.

11. Comparison of Standards ACRL Standard Three The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. STS Standard Three The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

12. Comparison of Standards ACRL Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. STS Standard Four The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

13. Comparison of Standards ACRL Standard Five The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. STS Standard Four The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

14. CRYSTAL CLEAR ??? “Effect of a diaphragm in the depth of field” courtesy of Chabacano (wikimedia)

15. STS STANDARD FOUR The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

16. STS STANDARD FIVE The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

17. 2010 STS Task Force Members • Elizabeth Berman, University of Vermont, task force chair • Andrea Baruzzi, George Mason University • Roxanne Bogucka, University of Texas--Austin • Barbara MacAlpine, Trinity University • Olivia Sparks, Arizona State University • Megan Sapp-Nelson, Purdue University (ASEE-ELD liaison)

18. Define Lifelong Learning

19. Sequence Competencies Map information literacy instruction throughout a student’s career. Tailor classes for freshmen through upper division levels, building on prior instruction while increasing exposure to new concepts and resources.

20. Information consumption versus information production Doing the research Delivering the product

21. Problem-based and Active Learning • experiential learning • service learning • place-based learning • cooperative learning • inquiry-based learning • community engagement

22. Complementary Literacies • computer or technological literacy • media literacy • visual literacy • data literacy • spatial literacy • quantitative literacy • scientific literacy

23. Professional Skills • written and oral communication • problem-solving • critical and creative thinking • teamwork/conflict management • project management

24. LAND USE, GEOLOGY, AND THE ENVIRONMENT: CLASS PROJECTS • Development of a community sustainability center • Water consumption and HOAs • Development of a community garden • A new urban streetcar system for SAT • Improving sustainability at Trinity University

25. LAB METHODS in ORGANIC CHEM • Introduction to chemical literature • Hands-on use of SciFinder Scholar • Product = lab report

26. INORGANIC CHEMISTRY • Junior level students • Build on previous instruction • Products = review paper and class presentations

27. “How does a primary research article differ from other types of articles?” “primary research is the closest you can get to the real deal”