Profs. Monica Berger, Tess Tobin and Darrow Wood, Library, Oct. 27, 2005

1. Introducing Information Literacy: Presentation to the Council of Academic Affairs, NYC College of Technology Profs. Monica Berger, Tess Tobin and Darrow Wood, Library, Oct. 27, 2005

2. What is Information Literacy? • knowing you have an information need • identifying and retrieving the needed information to address the topic -- using different formats (e.g., Web or print resources) as necessary • evaluating and critically examining the information • organizing the information • using the information effectively (analysis and synthesis) This process is circular …

3. Information Literacy Technology Critical Thinking Synthesis Problem Solving Communication

4. Stating the problem: resources: In the Internet age: • Too much information = Information overload • Too much information of dubious quality = Information smog • We are overwhelmed = Information anxiety

5. Net Generation learners • Non-readers, prefer learning visually • Obtain information on a “need-to-know” basis: not interested in research in of itself • Information seeking has to be fast • Non-linear, intuitive info seeking

6. Stating the problem: learners: mb Students function in a flattened information landscape where everything seems equal and • Do not understand difference between published and unpublished materials: cut and paste • Do not understand idea of intellectual property • Have great difficulty integrating their research into writing [all of above relate to plagiarism]

7. Stating the problem: learners: Students • Choose ease of access (Google) instead of quality of information (published resources/Library), only grudgingly admit that Google searching can be frustrating and counterproductive • Overestimate their abilities to research and find information

8. Goals, values and process • The ultimate goal in Information Literacy is to shape the student into a life-long learner: highly similar goals to other initiatives like Gen Ed • Information literacy is an ongoing process and is informed by values: not just a set of skills

9. Components of Information Literacy • lifelong learning skills • critical thinking skills • computer literacy • library literacy

10. Other literacies and learning outcomes • Information literacy engenders critical thinking = point of view • Information literacy is different from critical thinking • Critical thinking is one component of information literacy; information literacy is broader …

11. Other literacies and learning outcomes • Information literacy today requires computer literacy • Computer literacy is a specific skill-set for information literacy

12. Other literacies and learning outcomes mb General Education and Information Literacy are closely aligned … Two key commonalities: • Socio-historical-cultural understanding of knowledge/discipline/profession incl. diversity, multiculturalism • Ethics of knowledge, disciplines = integration of knowledge into participation as citizen, professional ethics

13. Integrative nature of Information Literacy • Information Literacy involves integration into the curriculum • Does not predicate a “research paper”: can include working with numerical and other types of information • Needs to be specific to the discipline/profession

14. Integrative nature of IL, role of library/librarians mb Role of library/library faculty: • Collaborate with teaching faculty, especially re. design of assignments. Cooperative creation of resource materials very viable in Blackboard environment

15. Assignments that WorkA pilot project of the Library Information Literacy Advisory Council (LILAC) • Library and disciplinary faculty will work together to understand how IL deepens disciplinary understanding and develops confident, independent, critical thinkers

16. Information Competencies Specific to Architecture • Building Codes • Building Products and Materials • Census/Demographics • Climatic Data • Cost Estimating • Environmental Impact Reports • Formulas, Tables, Solutions • Human Factors • Map Interpretation • GIS (Geographical Information Systems) • Presentation Tools (graphs, etc.) • Regulatory InformationLocal, State, Federal Laws and Regulations   Certification Californian State University http://www.lib.calpoly.edu/infocomp

17. Learning Objectives and Authentic Assessment Outcomes assessment starts with the assignment • Assessment is the means for learning – not just the method of evaluation • Learning facilitated by doing, creating and using – assignments are the key to learning • Simulate situations in which students would make use of knowledge, skills and values • Develop “useable knowledge” not “testable knowledge” Mark Battersby and the Learning Outcomes Network, Centre for Curriculum, Transfer, and Technology, Vancouver, BC So, What’s a Learning Outcome Anyway? ERIC Document 430-611

18. HM101: Information Literacy in practice My workshop for Hospitality Management 101, Perspectives in Hospitality Management has evolved from a traditional skills-oriented library workshop to an information-literacy driven workshop

19. Information Literacy and library instruction relating to HM101 Industry Profile. I select a bankrupt company in the HM industry [Trump Taj Mahal, United Airlines]. I don’t tell students the company is bankrupt. Since students are not aware of the news, they never have pre-existing knowledge of this! Students are asked to pretend they have an interview at the company. They need to research the same information they need for their assignment, the Industry Profile.

20. Information Literacy and library instruction relating to HM101 Industry Profile. Students typically rush to the company’s website. We carefully explore the company’s website. Typically, it buries information about the bankruptcy or otherwise students don’t figure out the situation. Next, I suggest students look for some published resources online. When we search Lexis-Nexis, we immediately find articles pointing to the company’s bankruptcy and crisis.

21. Information Literacy and library instruction relating to HM101 Industry Profile. Students begin to • Appreciate how information can be hidden or suppressed or distorted and why as well as “point of view” • What they’re missing when they don’t do “library research” • Think more critically about why commercial websites are commercial • The difference between published journalism and corporate PR • Relate information literacy to their survival in the job market = life-skills and lifelong learning Lynda speaks after this …

22. Sources • Kendrick C. and Zoe, L. (2005). CUNY General Education Meeting, Information Literacy presentation. Retrieved October 25, 2005 from http://libraries.cuny.edu/genedpresentation.pdf • Killoran, K. and Stevens, T. (2004). Information literacy @ John Jay College. Retrieved October 25, 2005 from http://library.brooklyn.cuny.edu/regalado/lilac/English_Discipline_Council_presentation.ppt • Weiler, A. (2005). Information-seeking behavior in generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship 31(1), 46-53. Retrieved June 10, 2005 from Education Full-Text.

23. Additional resources • Battersby, M. and the Learning Outcomes Network, Centre for Curriculum, Transfer, and Technology, Vancouver, BC. So, what’s a learning outcome anyway? ERIC Document430-611. • Middle States Association of Colleges and Schools, Commission on Higher Education (2003). Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, PA: Middle States Commission on Higher Education.