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A Presentation to the Library Advisory CommitteeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy across the Curriculum
Putting Theory into Practice
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Agenda□ Context
UCFV LAC Environmental Scan
□ Information Literacy Definition Models for Information Literacy across the
Curriculum (ILAC) IL & the UCFV Library
□ Suggested Framework & Process for Information Literacy across the Curriculum (ILAC)
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
The Context
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
UCFV Strategic Plan□ Objective 1.1.3: Develop the Library and Learning
Centre as a primary location for student life activities, both individual study and group, which centre on learning, study and research (a “learning commons”) More emphasis on “information literacy”
□ Objective 1.2.1: Increase awareness and emphasis on transferable skills (critical thinking, literacy, information literacy, numeracy) A baseline report on each program that identifies the
emphasis and an annual publication highlighting student employment successes (initial and career progression)
Identification of transferable skills included in course outlines and curriculum development
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
LAC & Information Literacy: Chronology□ February 2006
Presentation: placing information literacy within the context of postsecondary education Resolution: That the Library Advisory Committee formally endorses the concept of
information literacy as an educational goal at UCFV, and is committed to work together to promote this within the institution (D. Thomsom/S. van de Wetering)
□ November 2006 Presentation: building a policy framework for information literacy
□ February 2007 Resolution: That Library Advisory Committee Chair, Michelle Rhodes, will write a letter to
the Chair of the University College Council, requesting that UCC initiate an institution-wide discussion on the articulation of key transferable skills, such as information literacy, as learning objectives across the curriculum. (S. Marsh/C. Isaac)
□ April 2007 LAC Motion: That UCC directs all departments to identify ways in which information literacy
learning outcomes can be incorporated within their course programming, and that the integration of those outcomes be evaluated as part of the program review process. (K. Isaac/M. MacDonald)
Motion defeated, BUT:– There was discussion, raising awareness.– Dianne Common was there, and generally supportive.– Seen as one of a core set of transferable skills, common to all programs (which is where we want
it).
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Workforce Readiness*□ Competency is no longer the ticket to success, it’s the
price of admission□ Applied of “soft” skills (e.g., ability to communicate,
think creatively) now considered essential□ Must redefine success beyond acquiring of basic skills
and include assessments for teamwork, civic involvement, professionalism, communication, analytical thinking
□ Must invest early and often to develop a love of life-long learning
* Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
UCFV: Generational ProfileStudents
64%
28%
7% 1%
Millennials, age <= 23 GenXers, age 24-44
Boomers, age 45-62 Traditionalists, age 63+
Faculty
4%
18%
34%
32%
12%
Age <= 29 Age 30-39 Age 40-49
Age 50-59 Age 60+
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
> 64%* of our student population =
Millennials
* Data from the 2005/06 UCFV Fact Book
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Millennial Mindset*1. Computers are not technology2. The Internet is better than TV3. Reality is no longer real4. Doing is more important than knowing5. Learning more closely resembles Nintendo than logic6. Multi-tasking is a way of life7. Typing is preferred to handwriting8. Staying connected is essential9. There is zero tolerance for delays10.Consumer and creator are blurred
* Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47.
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Consider this…
“
”
Based on the latest research in neurobiology, there is no longer any
question that stimulation of various kinds actually changes brain structures and
affects the way people think, and that these transformation go on throughout life. The
brain…can be, and is, constantly reorganized.
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
“
”Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf
So now we have a generation of students that is better at taking in information and
making decisions quickly, better at multitasking and parallel processing; a
generation that thinks graphically rather than textually, assumes connectivity, and is accustomed to seeing the world through a
lens of games and play.
More on the Millennials
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
College Students’ Perceptions…Starting an Information Search
1
1
1
1
1
1
2
2
89
IM/Online Chat
Online Bookstore
Online News
Email Information Subscriptions
Topic-Specific Web Sites
Online Database
Library Web Site
Search Engines
% of College Students
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
College Students’ Perceptions…
0
10
20
30
40
50
60
70
80
90
100
% o
f C
olle
ge
Stu
de
nts
Trustworthy orcrediblesource
Accurate Reliable Cost-effective Easy to use Convenient Fast
Attributes of the Library and Search Engine
Library is best for… Search engine is best for…
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
College Students’ Perceptions…Evaluating Electronic Information Sources
38
62
64
73
73
82
Based on a recommendation
Provides fast information
Based on the ease of use
Provides credible/trustworthyinformation
Provides free information
Provides worthwhile information
% of College Students
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
College Students’ Perceptions…Factors in Determining Trustworthiness of Information
2
3
42
46
68
69
71
83
The fact that it costs money
Other
Based on the personalappearance of the site
Based on the author
Recommendation from a trustedsource
Based on the reputation of thecompany/organization
Find the information on multiplesites/cross-referencing
Based on personal knowledge/commmon sense
% of College Students
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
College Students’ Perceptions…Trusted Sources for Validating Information
2
2
3
4
6
9
13
15
45
Coworker/professionalcolleague
Librarian
Friend
Relative
Library materials
Expert in the field of interest
Print material
Other web sites with similarinformation
Teacher/professor
% of College Students
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy: FormationInformation Skills
Values & BeliefsGeneric Skills
Discipline orTopic
- Problem solving- Collaboration & teamwork- Written & oral communication- Critical & creative thinking- Quantitative literacy (numeracy)- Integration of learning
- Ethical reasoning- Civic responsibility & engagement- Intercultural knowledge & actions- Propensity for lifelong learning
- Information seeking / inquiry- Information use- Information technology fluency
Information Literacy
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Information Literacy: PracticeTextual Site
Social SiteCorporeal Site
Context
-Observation of practice- Rehearsal- Narrative
- Technical & training manuals- Administrative documents- Policies, procedures- Institutional discourse- Standards for performance & conduct
- Community membership & identity- Actions, values, beliefs, & emotions- Communities of practice
Information Literacy
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
5 Dimensions of Higher Learning□ Declarative Content Knowledge
□ Procedural Skills
□ Conditional Applications
□ Reflective Self-awareness & Empathy
□ Metacognitive Self-management
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Bloom’s Revised Taxonomy□ Remember
Retrieve, recognize, and recall relevant knowledge from long-term memory
□ Understand Construct meaning from oral, written, and graphic messages; explain
information or concepts □ Apply
Carry out or use a procedure; use information in new ways □ Analyze
Break material into constituent parts, determine how the parts relate to one another and to an overall structure or purpose
□ Evaluate Make judgments based on criteria and standards; defend concept or
idea □ Create
Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Models for ILAC
Model 1: Stand-Alone□ Students take a required course
(or set of courses) to provide a base of knowledge & skills
□ Formal learning opportunities in other courses reinforce general skills & concepts, relate them to specific disciplines
Model 2: Infusion*□ Sequential progression of
learning opportunities linked to a core curriculum across academic programs or disciplines
□ Reinforced through program design IL is key learning outcome at
course level Course professor provides regular
& progressive activities & assignments
IL instruction from professor, or jointly shared by professor and librarian
IL skills assessed along with subject content and other generic skills
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
The Infusion Model□ Provides opportunities for experiential,
interactive, authentic learning games simulations online resources to support tasks & assignments group learning contextualized skill development
□ Progressive, laddered□ Recursive□ Explicit
embed+ integrate
+ supplementcontextualized
recursivelearning
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
IL & the UCFV Library□ Mandatory orientations & seminars
CMNS 125, CMNS 155, ENGL 105 ½-hour library tour (Weeks 2-4) Required take-home assignment (library catalogue, article index, library services
& organization) 1.5-hour assignment-focused seminar
– required for ENGL 105– by instructor request for CMNS 125 & 155– students have been introduced to assignment, selected topic, and done some initial
research 2006/07: 74 tours, 42 seminars
□ BIO 111 seminars 1.5-hour seminar, Week 1 lab Focus on scientific communication, scholarly literature Assignment linking popular and scholarly literature 2006/07: 18 seminars
□ Seminars for other UCFV courses Not consistent, ad hoc By instructor request 2006/07: 118 seminars
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
IL & the UCFV Library, cont’d□ Departmental orientations
Focus on disciplinary resources– Social Work– Nursing– Practical Nursing– Criminology (graduate students)
□ Specialized Workshops 2006/07: RefWorks, 20 workshops
□ Teacher Education Program (since April 2007) Dedicated librarian (0.5 FTE appointment as TEP faculty) Teaches course on educational technology & social justice
□ Extended Reference Appointments By student request New model for Fall 2007, introduced beginning of October 13 requests to date
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Stage 1CMNS 125, CMNS 155, ENGL 105
Stage 2CMNS 155, ENGL 05
Stage 3Gateway Courses (1xx, 2xx)
Stage 4Upper Division Courses (3xx, 4xx)
Stage 5Capstone
Goals Introduce library facilities, policies, services
Introduce library catalogue and indexes
Introduce different types of information formats
Build skills in searching specific tools
Learn to choose appropriate information formats
Apply critical thinking and evaluation
Introduce students to communication and inquiry within a discipline
Practice disciplinary communication
Application of general skills and knowledge within new context
Practice disciplinary communication
Practice analysis and synthesis skills
Apply critical and creative thinking skills
Solidify disciplinary writing skills
Practice synthesis Apply self-evaluation
skills Demonstrate
understanding of own learning and development
Activities Library tour early in term
Orientation to resources needed for specific assignment
Takes place after introduction of research assignment
Introduction to the discipline: communication, structure, inquiry
Reaches all students in the discipline
More advanced inquiry within the discipline
Reaches degree-seeking students
Large, integrative project
Final project in degree program
Metacognitive elements
Assignments Orientation exercise/ tutorial introducing library catalogue and general periodical index
Annotated bibliography
Basic research report/paper
Discipline-specific formats (e.g., lab reports, ethnographies, interviews, literary criticisms, performance or book reviews)
Parts of research papers (e.g., literature review, problem statement)
Collaborative research papers
Research papers Posters Discipline-specific
formats Collaborative service
learning project
Research paper Learning portfolio Service learning
project
Assessment Still to be developed; potential tools include rubrics, online evaluations, formative assessments throughout assignments (e.g., constructive feedback), peer evaluation, etc.
UCFV Library: Framework for IL
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
What’s in a Research Paper?□ Discipline Knowledge
understanding communication practices within a discipline knowledge of what’s current within a discipline or course context what is a “researchable” topic within the discipline
□ Resource Knowledge range of information sources and formats, and their purpose/use
– academic/scholarly vs. trade/professional vs. popular– primary vs. secondary
□ Searching Skills determining vocabulary selecting appropriate resources and anticipating best results
□ Documentation Skills documentation styles quoting vs. paraphrasing vs. summarizing knowing when to cite
□ Epistemological Skills choosing best sources for paper
– understanding and being able to apply criteria to determine authority, objectivity, currency, quality
comparing and evaluating differing viewpoints applying logical reasoning (rhetoric)
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Framework & Process for ILAC
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Characteristics of a Successful Framework
□ Linked to goals and educational philosophy of institution (see UCFV Strategic Plan, Mission, Vision)
□ Receives library and administrative support and financing□ Engages discipline and library faculty in a common goal of
information literate students□ Relies on a set of IL standards to establish curriculum and
assess learning□ Consists of a sequential progression of learning opportunities
linked to a core curriculum across academic programs or disciplines
□ Assesses learning at all levels: pre- and post at the institutional, program/discipline, and course level
□ Enjoys a sustained infrastructure of staffing and technical support
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Policy & Practice
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Building a Framework□ Institutional Learning Outcomes□ Program Learning Outcomes□ Curriculum Mapping□ Course Development□ Assignment Development□ Assessment□ Faculty Support
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Institutional Learning Outcomes□ What does a UCFV-educated person look like?
Breadth requirements Intellectual & practical skills
– including information literacy Individual & social responsibility (values, attitudes)
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Program Learning Outcomes□ What does a graduate of my program look like?
Knowledge Skills Attitudes
□ Operationalize institutional learning outcomes Breadth requirements Intellectual & practical skills Individual & social responsibility
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Curriculum Mapping□ Map program learning outcomes to individual
courses required, elective
□ Identify level at which each outcome is addressed introduced, reinforced, mastery novice, intermediate, expert
□ Identify emphasis little/none, moderate, extensive
□ Identify common assignments□ Identify assessment methods
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Course Development□ Course learning outcomes
operationalize program & institutional learning outcomes
refer to curriculum map
□ Address issues related to multiple sections assignments assessment faculty support
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Assignment Development□ Identify learning goals/outcomes
Linked to course objectives Demonstrate knowledge and skills
□ Identify tasks Correspond to one or more specific, important learning goals Adequately represent the skills (critical thinking, research, writing, etc.) you want students to develop Use authentic, enduring real-world tasks or problems that students will view as meaningful and relevant Use appropriate assignment framework (i.e., type of assignment) for defined tasks Include opportunities for student decision-making
□ Develop clear directions Provide overview: what you want them to do and why Clearly state what student is to do Identify the skills/knowledge you want to elicit Write as directions, not questions Provide models or examples if format is unfamiliar to students Encourage high performance expectations
□ Develop assessment criteria Linked to learning goals/outcomes State point value Describe &/or demonstrate how assignment will be evaluated (rubric) Establish deadline, optimal length Does spelling/grammar count?
□ Plan learning interventions Evaluate each assignment task for needed intervention Determine who should provide intervention (you, librarian, writing centre, etc.) Schedule intervention(s)
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Learning InterventionsProficiency Levels Acquisition Types
E: ElementaryStudent requires a basic understanding of concepts and should be able to perform most of the relevant skills with little or no guidance
D: DevelopmentalTask-specific skills requiring direct and planned intervention
P: ProficientStudent must understand a number of specific concepts, would necessarily be able to demonstrate mastery of a broad range of specific skills, and should be able to apply them with no guidance
C: ConsequentialSecondary-level skills learned as a result – or consequence – of direct and planned intervention
A: AdvancedStudents exhibits a thorough understanding of an extensive array of complex concepts, understands the contexts within which they apply, and should be able to perform all relevant skills independently and at the highest level across a range of contexts
A: AttitudinalKnowledge and concepts which underpin task-specific and secondary skills development that develop over time and with experience
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Assessment□ At all levels
Institution Program Course Assignment
□ Linked to outcomes□ Variety of methods
Standardized assessments (ICT Literacy Assessment, SAILS)
Learning assessments (course & assignment level)
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
Faculty Support□ Course resources
syllabi assignments & exams textbook evaluations
□ Department resources mentors in-service professional development course releases to support
– course & curriculum redesign– scholarship of teaching & learning
□ Institutional resources Teaching & Learning Centre librarians Instructional Skills Workshops
□ Professional Development
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
ReferencesAnderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York: Longman.
Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Retrieved February 2, 2006 from http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf
Bundy, A. (ed.). (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Australian & New Zealand Institute for Information Literacy. Retrieved February 2, 2006 from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf
Campbell, A., Amman, R., & Dieu, B. (2005). ELGG – a personal learning landscape [online]. TESL-EJ, 9(2). Retrieved October 24, 2007, from http://tesl-ej.org/ej34/m1.html
College students’ perceptions of libraries and information resources. (2005, December). OCLC. Retrieved October 24, 2007 from http://www.oclc.org/reports/perceptionscollege.htm
Connaway, L. S. (2007, June). Focusing on change: Connection to both millennials and baby boomers. Program presented at the Information: Interactions & Impact Conference, Aberdeen, UK. Retrieved October 23, 2007, from http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt
Fitzwater, D., Geesaman, J., Gray, K., Kickels, C., Odberding, A., Payne, N., et al. (2003, August). Information literacy across the curriculum action plan. [College of DuPage]. Retrieved October 23, 2007, from http://www.cod.edu/library/services/faculty/infolit/actionplan.pdf
Information Literacy across the Curriculum: Putting Theory into PracticeColleen Bell, Information Literacy & Outreach Services Librarian / October 2007
References, cont’dLloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive
practice. Library Quarterly, 77, 181-198.
McGlynn, A. P. (2005). Teaching millennials, our newest cultural cohort. The Hispanic Outlook in Higher Education, 16, 19-20.
A multi-dimensional framework for academic support. (2005, January 4). University of Minnesota Libraries. Retrieved October 23, 2007, from http://www.lib.umn.edu/about/mellon/
Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47.
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf
Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135
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