Information Literacy and the University Curriculum

1. Information Literacy and the University Curriculum A Workshop Sponsored by CETLA and the University Libraries @ Howard UniversityJune 2005

2. Why a workshop on incorporating information resources in teaching? • According to the Teaching, Learning, and Technology Committee at Howard, “in the hands of a skilled teacher, digital content promotes ‘collaborative, creative, and engaging student learning.”’

3. Workshop Goals • To highlight changes in the information services offered by the HU Libraries • To illustrate effective, transferable searching techniques • To identify resources that may be used to enhance a course syllabus or particular assignments. • To introduce librarians who may assist you.

4. Workshop Overview • Information Literacy in Context: The Learning Environment • Skills and Competencies for Basic Information Seeking and Gathering • Discipline-specific Resources: The Library and the Classroom • Collaborative Design of Assignments

5. The Ideal Context:Student-centered learning environments – the classroom, the library, the campus • Inquiry is the norm • Problem solving is the focus. • Thinking critically is the process.

6. The Challenge:Many Tech Savvy Students • read less (print) • write less (with pen and paper) • don’t know about the wide variety of information choices available to them • don’t know how to search bibliographic or full-text databases effectively • don’t know how to evaluate information

7. What is Information Literacy?

8. The American Library Association defines Information Literacy (IL) as • the ability to recognize when information is needed, and then to find, evaluate, use and communicate that information effectively.

9. The Middle States Commission on Higher Education defines “IL” as • an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes … incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose;…and observing laws, regulations, and institutional policies related to the access and use of information.

10. Jeremy J. Shapiro and Shelley K. Hughes, “Information Literacy as a Liberal Art,” EDUCOM Review, 32(2), March/April 1996: • Information literacy “…extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact.” IL is “as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society.”

11. Why the focus on Information Literacy? • The Middle States’ Standards for Accreditation now include an information literacy component. • All HU students need to know how to use information resources, whether online or in print. These research skills can be used in their school assignments, in their personal lives, and in their occupations.

12. Information literate people • determine the need for information and ask appropriate questions • retrieve information effectively and efficiently by thinking out search strategies before starting their research • access sources of information including electronic databases and other technologies

13. Information literate people also • evaluate the information and its sources critically • use information in critical thinking and problem solving • understand economic, legal, and social issues surrounding the use of information

14. The information proficient • have learned how to learn • know how knowledge is organized • know how to find information • know how to use information in such a way that others can learn from them • are prepared for lifelong learning

15. What’s in it for your students? • Students who are information literate will probably • produce quality research papers • make more effective oral presentations • use correct citations when writing or make appropriate attributions when speaking • plagiarize less

16. What’s in it for you? • Deliverables for faculty who adapt the concepts or examples presented during the workshop include: • A list of web pages or articles that can be accessed via links embedded within the class website or a course management system like Blackboard • A syllabus that intentionally includes assignments that promote information competence • Representative assignments indicating that students are being asked to demonstrate selected information competence skills

17. ACRLStandard One[Association of College & Research Libraries] • The information literate student determines the nature and extent of the information needed. • Defines and articulates the need for information • Identifies a variety of types and formats of potential sources for information • Considers the costs and benefits of acquiring the needed information.

18. ACRLStandard Two • The information literate student accesses needed information effectively and efficiently • Selects appropriate investigative methods or information retrieval systems • Constructs and implements effectively designed search strategies • Retrieves information; refines the research strategy, if necessary; extracts, records, and manages the information and its sources.

19. ACRLStandard Three • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

20. ACRLStandard Four • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

21. ACRLStandard 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.

22. Acknowledgments: • Ideas for this presentation were drawn from earlier presentations by Julie Baga, Delaware County Community College; Tina Hertel, Marywood University; Lisa Janicke Hinchliffe, Eastern Washington University; and the Information Competence Committee of the California State University at Chico.

23. Special thanks to • Dr. Teresa Redd and the staff of the Center for Excellence in Teaching, Learning, and Assessment

24. http://www.howard.edu/library • Course material accessible online athttp://blackboard.howard.eduCourse code: LIBR2700200308 • Course title: Information Resources for Teaching and LearningTo self enroll, use “library” as access code.When on campus, access material at http://138.238.41.134/infolit2005/index.htm

25. http://www.howard.edu/library/contacts.htm202-806-7252 • Arthuree McLaughlin Wright, Ph.D. Associate Director for Information, Research and Resource Services Howard University Libraries June 2005