If information literacy is the solution, what is the problem?

1. If information literacy is the solution, what is the problem? If information literacy is the problem, what is the solution? Dr Ross J Todd Director of Research Center for International Scholarship in School Libraries Rutgers, The State University of New Jersey cissl.scils.rutgers.edu rtodd@scils.rutgers.edu

2. http://www.cissl.scils.rutgers.edu/research/presentations.htmlhttp://www.cissl.scils.rutgers.edu/research/presentations.html

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8. Information Literacy

9. A Bight Future

10. "Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” • (http://www.informationliteracy.org.uk/Information_literacy.aspx) • As the American Library Association Presidential Committee on Information Literacy (January 10, 1989, Washington, D.C.) says “Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.” • http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm

11. Central to the advocacy of libraries and information agencies • Little intellectual critique • No comprehensive critical examination of the way information literacy is portrayed in organizations • Little exploration of what constitutes meaningful pedagogy for information literacy instruction / interventions • Limited substantive articulation of the impacts / benefits of information literacy agendas, beyond mastery of a range of information literacy skills

12. A TIME OF BOLD ACTION Lauren Becall "Standing still is the fastest way of moving backwards in a rapidly changing world. Imagination is the highest kite one can fly"

13. What is the rationale for information literacy? If information literacy is the solution, what is the problem?

14. Why is Information Literacy important? • “You are all illiterate and the library is here to help you find good stuff” : Deficiency framework • It gives us the skills to cope with the ”Data Smog” • It gives us access to the global information gateway • It gives us confidence to navigate the information landscape • It is our survival in the information revolution (http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm)

15. The Information Literacy Dilemma

16. So What?What’s the Problem? • "Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” • (http://www.informationliteracy.org.uk/Information_literacy.aspx) • As the American Library Association Presidential Committee on Information Literacy (January 10, 1989, Washington, D.C.) says “Ultimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.” • http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm

17. Information Literacy as the Problem • Libraries: emphasis on the “found”: locating, accessing, finding and evaluating “stuff” Actions are somewhat incompatible with our IL rhetoric • Little attention to enabling people to something with the “found stuff”: the complex cognitive processes required to USE information and to transform information into deep knowledge, actions, decisions: WHAT ARE THE OUTCOMES OF THIS? • Typically treat information literacy as a separate discipline (the librarian teaches information skills; the content is left to the disciplinary instructor) • Sterile, generic and de-contextualised information literacy curriculums; Scope and sequence models of Information Literacy • Simplistic models of information research / information processes • Tend to support / promote one approach to knowledge construction: eg define, locate, select, organise, present, assess

18. Transportation of Text CONSTRUCTING NEW UNDERSTANDINGS Information Literacy Interventions Presentation Final version Rewriting Printout Interaction FINDING, ACCESSING AND EVLAUATING INFORMATION

19. Study of How Delaware School Libraries Help (Todd: 2004-2006)Part 1 Survey of SL Infrastructure and Processes Information literacy instruction initiatives: • knowing about school library • knowing about different sources and formats • learning how to use resources • understanding different finding strategies • evaluating information for quality • citing accurately • ethical use of information / plagiarism To a much smaller extent: • Identifying main ideas in information sources • Note taking skills Non-existent were IL dimensions related to “using” information • Constructing sustained arguments based on sound evidence • Drawing conclusions • Sorting and organizing ideas • Synthesising ideas to convey depth of understanding • Assessing different perspectives & dealing with conflicting knowledge • Using technology to construct representations of new understandings

20. Why do students transport text rather than transform text? Research tells us • Erroneous notion that more facts = deep knowledge and deep understanding • Poor knowledge construction skills: particularly those involving analysis, manipulation and synthesis, constructing positions, sustaining arguments, making predictions, presenting solutions • Lack of confidence to manipulate information • Stress and competition • Poor time management and planning skills • Unwillingness to ask for help and when they do ask, told this is an independent project – you have to work it out for yourself • Low level of assignments – no critical thinking required • Assessment of product only • Absence of clear assessment criteria that emphasize deep knowledge and deep understanding • It is rewarded: copying and pasting by being undetected YES, THE CURRENT SCOPE OF IL CONTRIBUTES TO THIS

21. The Information Literacy Dilemma Is IL a “doing” – the mastery of a range of information-handling skills? Or is IL a “becoming” - developing deep knowledge and understanding of the word and the world to enable and empower knowing, actions, decisions, getting on with life THE INFORMATION-TO-KNOWLEDGE CONTINUUM

22. Ultimate Research Assistant • Ultimate Research Assistant: “ a sophisticated knowledge management tool that uses a combination of traditional search engine technology and text mining techniques to facilitate online research of complex topics. With the Ultimate Research Assistant, all you need to do is type in the name of the topic you want to research, and the tool will do the rest. Specifically, the Ultimate Research Assistant will search the web using the Yahoo Web Search API and organize the search results into an easy-to-understand research report. Optionally, you can publish your results to your del.icio.us account” • http://www.hoskinson.net/ultimate.research.assistant/

27. Empowerment Framework The ends of information, after all, are human ends. (Brown & Duguid, 2000, p. 18) The end point of information literacy is not an information literate person (that is, a quality information product that mirrors our libraries --- or us!) Rather, it is a knowing and knowledgeable person In putting emphasis on the doing (=accessing, finding, evaluating) we have failed to seriously address the knowledge outcomes dimension of information literacy

28. THE EDUCATIONAL CONTEXT KNOWLEDGE OUTCOMES FOCUS (Declarative & Procedural) • Extensive knowledge and understanding of content • High level of competence in the processes and skills of a discipline, and apply these to new situations • An enriched view of the world and themselves through interaction with content; positive and informed values KNOWLEDGE-BAASED PEDAGOGYCONSTRUCTIVIST / INQUIRY APPROACH Intellectual inquiry directed to the discovery of deep knowledge and deep understanding • investigating, knowing, designing, making • Hall marks of Inquiry: suggests, creates, generates, contributes, proposes, draws and explains, plans, tests, devises, predicts, develops suggestions for improvements, concludes, applies:

29. THE INSTITUTION/ THE COMMUNITY Knowledge - Declarative knowledge - Procedural knowledge Knowledge-based Outcomes - deep knowledge - deep understanding Competencies: mastery - content and skills - student achievement Inquiry THE LIBRARY: Information Information Process Value-added outcomes: - lifelong learners - information literacy - independent learners “Good Researchers” Misfit or Perfect Match?

30. A VISION BEYOND OURSELVES:KNOWLEDGE OUTCOMES What do we want students to do in this information environment? Just be information literate? Find “good” stuff? • Active search for meaning and understanding • Construct deep knowledge and deep understanding rather than passively receiving it • Directly involved and engaged in the discovery of new knowledge • Encounter alternative perspectives and conflicting ideas so that they are able to transform prior knowledge and experience into deep understandings • Transfer new knowledge and skills to new circumstances • Take ownership and responsibility for their ongoing learning and mastery of curriculum content and skills • Contributing to social well being, the growth of democracy, and the development of a knowledgeable society. INFORMATION LITERACY  NOVICE KNOWLEDGE TO EXPERT KNOWLEGE

31. Did They Learn Anything? • The finding-accessing based competencies, without the constructing-thinking based competencies raises two significant questions: • Did they learn anything? • Do we really know the impact of our information literacy interventions outside of the library box?

32. Study of How Delaware School Libraries Help (Todd: 2004-2006)Part 1 Survey of SL Infrastructure and Processes Learning Outcomes • 39% indicated school library had helped students develop skills in locating, selecting, organizing and evaluating information • 37% indicated school library helps improve reading skills; interest & motivation in reading • 22% indicated improvement in technology skills • 16% indicated development of positive attitude to libraries • 4.5% indicated outcomes linked to curriculum standards and goals, or to kids living, growing up

33. New Jersey IMLS Funded Research 2003 - 2005 • What knowledge outcomes does the school library enable as students make use of diverse digital and print information sources? • How might these knowledge outcomes be identified, measured, and embedded into professional practice? • Develop a learning impacts measure for use by school-based teams. (SLIM Toolkit: School Library Impact Measure) KNOWLEDGE CONSTRUCTION THROUGH THE SCHOOL LIBRARY

34. Schools Context & Sample • 10 New Jersey public schools • Experienced and expert school librarians • Diverse public schools • 10 school librarians working on curriculum projects with 17 classroom teachers • 574 students in Grades 6 – 12; range of disciplines • Inquiry Training Institute Feb 24, 2004: overview and critique of units, use of data collection instruments, procedures and ethical guidelines

35. Central Research Questions As they proceed through the stages of a collaborative inquiry project, underpinned by a range of information literacy instructional interventions: • What changes, if any, are evident in students’ knowledge of a curriculum topic • What changes, if any, are shown in the students’ feelings? • How does the students’ study / learning approach influence knowledge construction of a curriculum topic? • What interactions exist between knowledge construction, feelings, and study approach? • How did school librarians and teachers help students with their learning

36. Data Collection Instruments Five data collection instruments were used to collect the data from the students: 1. Writing Task 1 (at initiation of inquiry unit) 2. Writing Task 2 (at midpoint of inquiry unit) 3. Writing Task 3 (at conclusion of inquiry unit) 4. Search Journal Log 5. My Research Style The instruments consisted of a combination of qualitative and quantitative questions.

37. Changes in Knowledge: 5 Approaches to Measurement • Substance of knowledge • Amount of knowledge • Structure of knowledge • Personal estimate of knowledge • Labeling of knowledge PLUS

38. http://www.cissl.scils.rutgers.edu/guided_inquiry/slim.html

39. Substance of Knowledge

40. NJ Study:Changes in Knowledge Two distinctive approaches to knowledge construction: -- Additive : Transportive -- Integrative : Transformative

41. Additive Approach to Knowledge Construction • Knowledge development characterized by progressive addition of property facts • As the students built knowledge, they continued to add property and manner statements, and to a lesser extent, set membership statements • Stockpile of facts, even though facts were sorted, organized and grouped to some extent into thematic units by conclusion. • Remained on a descriptive level throughout

42. Integrative Approach to Knowledge Construction • Initial: superficial sets of properties • Moved beyond gathering facts: - building explanations - address discrepancies - organizing facts in more coherent ways • Interpret found information to establish personal conclusions and reflect on these. • Some students subsumed sets of facts into fewer but more abstract statements at the end

43. NJ Study: Study Styles Deep Learners: • Demonstrated knowledge change by synthesized replies. • Confident and optimistic throughout the process. • Conveyed a specific interest for their topics, and this interest was a key basis for learning more about topic. • Strong awareness of information quality. Surface Learners: • Knowledge remained on a factual level throughout and showed little increase. • Estimates of knowledge showed little change. • The easiest aspect of the search process was availability of information. • Information seeking seen foremost as a process of collecting facts. • Seemed particularly relieved when the projects ended. • Low levels of interest and engagement.

44. Factors contributing to differences across Schools • Changes in knowledge (knowledge growth) did not occur evenly in the schools • No significant variations across the age, grade, and gender groups • Nature of task: imposed task or negotiated task; collection of facts/ transport of facts, or transformation of facts • Engagement and ownership • Nature of Interventions: Development of skills to construct knowledge rather than finding information

45. THE KNOWLEDGE FOUNDATION OF INFORMATION LITERACY

46. Realms of MeaningPhilip Phenix (McGraw Hill, 1964) • Various fields of knowledge exhibit distinctive structures or patterns of meaning • They have different (and complex) ways of “coming to know”: how knowledge is gained in a subject, and how it is validated • Different methods of inquiry, for creating new knowledge, and for validating claims to new knowledge • How does the inquirer / investigator go about making discoveries on mathematics, biology, history, science? Developing new knowledge

47. History:Knowledge Construction • Plan investigation • Make judgments about sources • Ascertain the facts - fidelity of facts • Drawing inferences from available evidence • Gathering evidence from a variety of sources • Documenting evidence from sources • Critically evaluate completeness of evidence • Test inferences and constructing historical claims / hypotheses • Integrate values, cultures, literal and symbolic meanings • Deal with multiple, conflicting, partial interpretations • Communicate understanding of history using conventional forms to report findings and conclusions

48. Science:Knowledge Construction • Discovery of truth: what is asserted is either true or false • Goal is to establish – truth claims: generalisations, laws • Use scientific methods to establish generalizations • Formulate hypotheses / questions based on available facts • Design and pursue investigation related to hypothesis / question • Develop systematic approach to data collection • Record observations from sources, environment, testing • Generate, validate, analyse, critique and interpret evidence • Draw valid conclusions: aim for generality • Explain how scientific knowledge is used • Construct working models to demonstrate scientific ideas • Present results using data appropriate formats

49. Economics:Knowledge Construction • All economic thought and action revolves around scarcity: unlimited wants vs limited resources • Emphasis placed on understanding structure of systems of production and exchange • Knowledge construction focuses on COMPARATIVE methods in which similarities and differences between economic systems are analysed • Knowledge building involves EVIDENCE-BASED SPECULATIONS, PREDICTIONS, ACTIONS, IMPLICATIONS • Heavy emphasis on descriptive statistics: population trends, prices, levels of income and investment etc

50. Mathematics:Knowledge Construction CONJECTURE, FORMULATION, SOLUTION, COMMUNICATION • Find ideas, examples, counter examples • Explore patterns • Develop conjectures • Test simple conjectures • Explain propositions • Analyse reasonableness of points of view • Develop generalisations by abstracting features • Test truth statements and generalisations • Develop models