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Good for Business

Good for Business. Information Literacy and Your Students March 21, 2007. Who we are…. Louise Feldmann, Business Librarian Cathy Cranston, Instruction Librarian Amy Hoseth, Instruction Librarian. Undergraduate Student Mindset. High confidence Instant gratification “It’s all on Google!”.

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Good for Business

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  1. Good for Business Information Literacy and Your Students March 21, 2007

  2. Who we are… • Louise Feldmann, Business Librarian • Cathy Cranston, Instruction Librarian • Amy Hoseth, Instruction Librarian

  3. Undergraduate Student Mindset • High confidence • Instant gratification • “It’s all on Google!”

  4. Information Literacy…in a nutshell • An information literate student can: • Recognize when they need information • Access, evaluate, and use the information (Source: American Library Association)

  5. IL Goals • First year basics • CO150 • Second & third year • subject specific • Fourth year and beyond • lifelong learners http://lib.colostate.edu/tutorials/

  6. How IL Benefits Students “Students must be educated on the proper places to access information, whether it is a research article in a reputable journal or a legal piece of software or music… They must understand not only how to adequately cite sources in a class assignment but also how to give proper credit for material found online.” (Source: Carrie Windham, 2006. “Getting Past Google: Perspectives on Information Literacy from the Millennial Mind”)

  7. What is Business IL? • Cal State Competencies Specific to Business • http://www.lib.calpoly.edu/infocomp/specific_bs.html • Other • Awareness of key providers of business information (S&P, D&B, Mergent, gov’t, etc.) • What type of information is available, where • Government • Proprietary • Free • Library

  8. How IL Benefits Business Students “According to the U.S. Department of Labor Secretary’s Commission on Achieve Necessary Skills (SCANS), information literacy is one of the five essential competencies for solid job performance. The SCANS report mandates the need for developing high-performance skills to support an economy characterized by high skills, high wages, and full employment.” -Cheuk, Bonnie Wai-Yi. “Information Literacy in the Workplace Context: Issues, Best Practices and Challenges.” July 2002.

  9. How to integrate IL into the classroom? (and how we can help) • Quick and easy: • Course resource guides • Subject guides http://lib.colostate.edu/research/business/ • Business Blog http://lib.colostate.edu/blogs/business/ • Put my contact info on your syllabus

  10. How IL Benefits Faculty “IL instruction, briefing books (research guides), and consultations with the librarians helped me structure student assignments, come up to speed on industries, and identify relevant electronic resources. As a result, I became more productive and, I would argue, more effective as an instructor.” -Simmel, Leslie, 2007. “Building Your Value Story and Business Case.” C&RL News 68, no. 2.

  11. How to integrate IL into the classroom? (and how we can help) • Library Instruction/presentation (a little or a lot) • BK300 example (a little) • BF380 example (a bit) • BG100 example (a lot)

  12. Leveraging Information Literacy Across the Curriculum (LILAC) CSU Libraries initiative, began in 2006 We’re working with departments across campus to identify core courses in each discipline where IL can be integrated into classroom assignments and activities ETS’s “Information Literacy” test, administered to College of Applied Human Sciences students later this year Assesses not only traditional IL, but also computer literacy as well How to integrate IL into the classroom? (and how we can help)

  13. Questions for us? • Louise Feldmann, 491-4262 Louise.Feldmann@Colostate.edu • Cathy Cranston, 491-1906 Cathy.Cranston@Colostate.edu • Amy Hoseth, 491-4326 Amy.Hoseth@Colostate.edu

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