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Sneakin’ it in: Finding opportunities for Information Literacy

This session explores the history and philosophy of information literacy, as well as how it has been integrated into various courses, such as technology for music students and introduction to the music industry. The challenges and successes of these courses are discussed, along with the staffing and support required for effective implementation. Attendees will gain insights into incorporating information literacy into their own courses and programs.

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Sneakin’ it in: Finding opportunities for Information Literacy

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  1. Sneakin’ it in: Finding opportunities for Information Literacy Alicia Hansen Teri Gallaway Loyola University New Orleans February 25, 2009

  2. History of our Info Lit program • 10 years of integrating Media Services & Instructional Technology into our public services • Worked toward our current Learning Commons model • Monroe Library’s philosophy of Information Literacy

  3. Philosophy of Information Literacy To provide our campus community with the skills and knowledge needed to effectively identify, find, evaluate, create, share, and use information for academic success, and also to support lifelong learning; this information literacy includes educational technology as well as technology in general. Our team emphasizes active learning, and incorporates the latest trends in technology and pedagogical approaches. -Paraphrased from http://library.loyno.edu/researchtech/instruction/

  4. More history • Blackboard run by the library • Staffing: both tech and info lit • Instruction: both tech and info lit • Now: for-credit courses, taught by librarians

  5. Why “snuck in”? • Courses were not originally intended to be library-centered, Information Literacy courses. • When approached with original proposal, we tweaked it to meet our goals and our priorities. • All parties happy with the outcome!

  6. Technology for Music Students • Required “technology competency” course for all music freshmen • Team-taught with Instructional Technologist and Music Industry technology professor • Covers a broad spectrum of info and tech lit

  7. The syllabus • Music equipment (our MacLab) • Notation software for theory/composition homework • Music sequencing & digital audio • Photoshop • MS Office

  8. The syllabus, cont’d. • Library website, online catalog • Music databases • RILM, IIMP, ARTstor, JSTOR, & more • Website evaluation, ethics (per info lit standards) • Bibliography

  9. Introduction to Music Industry course • First session Fall 2006 - 3 x 3 week session • Students are predominantly Music Industry Major in Music or Business or Jazz Studies majors • Models for class variable - 3 week, part of some classes, Fridays • Current model - 10 consecutive Fridays

  10. Music Industry course syllabus • Word, Excel, PowerPoint • Business letter to club owner • MRI+ exporting to Excel • Research databases for music • Catalog searching • APA citation formatting • Three page paper

  11. Research & Technology • Originally conceived as a course for the evening division (City College) • Non-traditional students • Technology and academic success primer • Enrollment did not reflect this concept • Syllabus modification

  12. Research & Technology course syllabus • Technology basics • Course management software basics • Research databases • Catalog searching • Citation formatting • Web page design with Dreamweaver • Photoshop • Audio and video creation for the web

  13. Research & Technology assignments • Paper proposal - demonstrate use of Word • Mail merge with Excel and envelope printing • PowerPoint article summary • Research findings in a webpage • Original audio and video clips embedded into the webpage

  14. Challenges • Skill levels • Enrollment • No prerequisites • 0/1 credit - no homework model • Hands on learning

  15. Student Comments • More Photoshop • Less Office • Prerequisites needed

  16. Library Research 2.0 • New instructor • Course name change requirement • Office basics • Research basics • Web 2.0 tools

  17. Library Research 2.0 • Reduced focus on Office more attention to Web 2.0 tools • Same individual research topic throughout course • Create a blog about the research process • YouTube video introductions • Use RSS feeds to track research • Posting to Wikipedia • Evaluating a blog

  18. Staffing for technology • Job postings • Instruction and reference duties • Learning Commons model • Instructional Technologist • Learning Technologies Developer • Blackboard Manager

  19. Team Support • Web Team • Teaching and Learning Team • Technology Team • IT monthly meetings • Faculty status • Quality Enhancement Plan (QEP) • First Year Experience (FYE) • Standing Council on Academic Planning (SCAP) • Common Curriculum

  20. Thank you Questions? Alicia Hansen: ahansen@loyno.edu Teri Gallaway: gallaway@loyno.edu

  21. What did you think? • Your input is important to us! • Click on “Evaluate This Session” on the Southwest Regional program page.

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