Subject Literacy, Information Literacy, & Curriculum

1. Subject Literacy, Information Literacy,& Curriculum Meg Gorzycki, Ed.D. Pam Howard, MLIS

2. Purpose of Presentation • Introduce concept so f subject and information literacy • Identify the importance of explicitly cultivating subject and information literacy • Provide some ideas about how to cultivate subject and information literacy

3. Subject Literacy Subject Literacy is… • Content-specific or subject-specific • Mastery of declarative, procedural, and conditional knowledge of given subject • Enhanced by complimentary tasks of reading and writing McKenna, M.C. & Robinson, R. D. (1990). Content literacy: A definition and implications. Journal of Reading, 34(3), 184-186. Shanahan, T. & Shanahan, C. (2012). What is disciplinary literacy and why dose it matter? Topics in Language Disorders, 32(1), 7-18.

4. Subject Literacy • Table with aspects of subject literacy and descriptions

5. Subject Literacy • Table with examples of common aspects of subject literacy applied to a course in Cold War History

6. The Importance of Subject Literacy • Subject literacy in a variety of subjects enables individuals to understand the relationships between various kinds of knowledge • Liberal arts education prepares individuals for life, and so requires students to be literate in many subjects, including civics, economics, history, science, math, world culture, arts, and technology Association of American Colleges and Universities. (2011). The LEAP vision for learning: Outcomes, practices, impact, and employer’s views. Washington, DC: Association of American Colleges and Universities

7. Improving Students’ Subject Literacy • Identify subject literacy as a cardinal learning outcome in the course syllabus • Identify the specific aspects of subject literacy the course will target • Build class assignments and assessments around the targeted aspects of subject literacy • Offer explicit instruction that illuminates the difference between mediocre and exemplary subject literacy and why it matters • Work with departmental colleagues to build consensus on subject literacy benchmarks in the program

8. Information Literacy is… • Ability to recognize when information is needed, acquire the information, and use it effectively Association of College Research Libraries. (2004). Information Literacy Competency Standards for Higher Education. Retrieved from: http://www.ala.org/acrl/standards/informationliteracycompetency#ildef • Ability to form research questions and critically assess merit of information relative to completing a scholarly inquiry Lenox, M. F. & Walker, M. L. (1993). Information literacy in the educational process. The Educational forum, 57(2), 312-32 • Having the technical skill to use the Internet and research software to conduct scholarly research Webber, S. & Johnson, B. (2000). Conceptions of information literacy: new perspectives and implications. Journal of Information Science, 26(6), 381-397.

9. Information Literacy is… National Forum on Information Literacy. (20144) information Literacy Skills. Retrieved from: http://infolit.org/information-literacy-projects-and-programs/

10. Assessment Rubric of Information Literacy Adapted from Student Performance on Rails Rubric “Evaluates information and its sources critically and access the needed information” http://www.aacu.org/peerreview/pr-FA11WI12/Oakleaf.cfm.

11. Information Literacy Competence Emerging Proficient Locates information directly concerned with central issue of inquiry; all data is current Outstanding understanding of how information from multiple sources relate to each other Accurate interpretation of data and assertions Able to distinguish degree of scholarship represented in material Highly independent from others when using technology to search digital media • Locates information obliquely concerned with central issue of inquiry; some data is old • Mediocre understanding of how information from multiple sources relates to each other • Inaccurate interpretation of data and assertions • Unable to distinguish the degree of scholarship represented in material • Highly dependent on others to assist technical aspects of searches using digital media

12. The Importance of Information Literacy • Enhances quality of independent research • Contributes to development of critical thinking • Encourages ethical use of information

13. Information Literacy in the Curriculum How information literacy will be integrated into a course curriculum depends on the purpose of the course Image from: http://ajaxallpurpose.blogspot.com/2009/12/now-thats-handsome-office.html My general education course introduces statistics to students, so the subject literacy outcomes include the ability to interpret charts and tables. Gee, it will be grand to rehearse those skills in formative assessments! My upper division history course aims to improve students’ historiography and requires a research paper, so I’m dedicating class time to explore scholarly sources and to conduct formative exercises in interpreting sources— gosh it will be just swell!

14. Information Literacy in the Curriculum • Identify information literacy as a cardinal learning outcome in the course syllabus • Identify the specific aspects of information literacy the course will target • Build class assignments and assessments around the targeted aspects of information literacy • Offer explicit instruction that illuminates the difference between mediocre and exemplary information literacy and why it matters • Work with librarians and other specialists to create assignments and assessments that target discrete knowledge and skills related to information literacy