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Easing Information AnxietyTeaching Information Literacy Strategies and Skills for
College Preparedness
By: Wendy Grojean Loewenstein and Bridget Kratt
Inspiration
• Previous teaching experiences in K-12 environments
• Current work in the College of Education• E-course through ALA with Joanna Burkhart
Burkhart, J. & MacDonald, M. (2010) Teaching information literacy: 50 standards-based exercises for college students. Chicago: American Library Association
Presentation Overview
Referring to the Association of College and Research Libraries Information literacy Competency Standards for Higher Education
ACRL Information Literacy Standards
1. The information literate student determines the nature and extent of the information needed.
2. The information literate student accesses needed information effectively and efficiently.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
5. 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.
Look familiar?
Inquiry models:• Big6 • Stripling Model of Inquiry• McKenzie Research Cycle
Collaboration is key
Collaboration with content area teachers and awareness of curriculum is the first step to alleviating information anxiety.
Information anxiety
“Information anxiety is a feeling of being overwhelmed that comes when confronting a large information task” (p.11).
McCane, S. (2012). [image]. Retrieved from http://www.empowernetwork.com/joeymc/blog/what-is-information-overload-how-to-avoid-it/
Breaking up the “big job” into smaller tasks
1. Collaborate with a classroom teacher to create a research task that has clear and specific objectives
2. List or circle in the text of the assignment any and all words or terms that a student would need to understand in order to accomplish this project.
3. List any and all things/tasks a student would need to know how to do in order to complete this assignment.
Example Research Task
Write a Research Paper
In ten word-processed pages due in two weeks, explainthe causes and effects of homelessness in urban areas ofNew England. Your paper must have a research question,thesis statement, introduction, body, and conclusion.Sources for your paper must be cited using MLA citationstyle and must include the following: five major books onthe topic, five articles from appropriate scholarly journals,five high-quality websites, statistics, and five expert opinions on the topic.
Topic Triangle
Environmental Awareness
Acid Rain
Acid Rain in the United States
Pollution
What is the connection between Acid Rain and Air Quality in the Midwest?
Types of Questions
• Cause and effectWhat effect does Acid Rain have on agriculture in the United States?• ComparisonHow does acid rain effect the environment in the Eastern United States compared to the Western United States?• MeasuringTo what extent has acid rain impacted agriculture production in the last 50 years?• ProcessHow can acid rain be monitored in order to educate about the dangers?
ACRL Standard One: Indicator One
The information literate student defines and articulates the need for information • exploring information• defining and modifying information
What’s next?
ACRL Standard Two: Indicator Two
The information literate student identifies a variety of types of formats of potential sources of information• what information do they need?• where will they find that information?
Library Resources
http://search.epnet.com
http://www.worldbookonline.com/wb/Login?ed=wb
http://englishinthemediacecluz.wordpress.com/2012/03/08/i-am-number-4-lesson-4-english-in-the-magazines/
http://www.daltonman.com/books/reference.html
http://nebraskaccess.ne.gov/index.asp
Activity-Efficiency
Acid Rain in the U.S.
Digital
DatabasesGale-Science Resources in
Context
Websites Environmental Protection agency
Online Encyclopedia Grolier online
Environmental Science Textbook
Non-fiction books 300’s section
MagazinesNational
GeographicNebraskaland
Standard Two
Standard Two: Indicator Two
The information literate student constructs and implements effectively-designed search strategies
Selecting Best Resources-Activity
Criteria Resource 1 Resource 2 Resource 3
Purpose
Audience
Authority
Credibility
Currency
Accuracy
Type of publication
Primary or secondary
Quality of information- Does this source provide you with high-quality information? Is it useful?
Search Term Guide
Concept 1
Acid Rain
or
Wet Deposition
or
Sulfur Dixoide
Concept 2
Air Quality
or
Smog
or
Ozone
Concept 3
Midwest
or
Nebraska
or
Great Plains
AND AND
Search Term Guide
Concept 1
Acid Rain
or
Wet Deposition
or
Sulfur Dioxide
Concept 2
Air Quality
or
Smog
or
Ozone
Concept 3
Midwest
or
Nebraska
or
Great Plains
AND AND
Standard Two: Indicator FourThe information literate student refines the search strategy if necessary
Boolean Searching
All Revved Up!
• Identified a topic• Narrowed down topic• Developed a research question• Determined possible sources• Developed search terms
Searching Exercise
Web Search Tool or Database
How Did You Enter Your Search?(Be exact)
What Was the Number of Hits?
How Are Your Results Organized? (by date, relevance, etc.)
What Types of Materials Did You Find? (web pages, periodical articles, studies)
Which Types of Domains Were Included?
Library Periodical Database
URL Address or PATH Description of Information Found and Who Wrote It
Part 1:
Part 2:
ACRL Standard Two
Standard Two Indicator Five:The information literate student extracts, records, and manages the information and its sources
ACRL Standard Three
Standard Three:The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Note Taking Strategies
ABC - LOUA: AbbreviateB: Bullet PointsC: Cell Phone (or Cave Man) Language
L: ListsO: One Word for ManyU: Use Your Own Words
Note Taking Strategies
Acid Rain Air Quality Midwest
Causes
Regulations
Researchers
Standard Three: Indicator OneThe information literate student summarizes the main ideas to be extracted from the information gathered
Standard Three: Indicator ThreeThe information literate student synthesizes main ideas to construct new concepts
ACRL Standard Four
Standard Four:The information literate student , individually or as a member of a group, uses information effectively to accomplish a specific purpose
How Will They Show What They Know?
http://animoto.com
http://edu.glogster.com
http://prezi.com
http://slideshare.net
http://voicethread.com
ACRL Standard Five
Standard Five:The information literate student understands many of the economic, legal, and social issues surrounding the use of information and access and uses information ethically and legally
Ethical Use
Collecting Organizing Synthesizing
Brainstorming
Thinking Creating
But are they doing it ethically?
Standard Five: Indicator TwoThe information literate student follows laws, regulations, institutional practices, and etiquette related to the access and use of information.
Citing Sources
Standard Five: Indicator ThreeThe information literate student acknowledges the use of information sources in communicating and product or performance
Evaluate the Product and Process
AASL Standards for the 21st Century Learner:
3.4.1: Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.3.4.2: Assess the quality and effectiveness of the learning product.
Partnership for 21st Century Learning
Life Skills: Flexibility and AdaptabilityInitiative and Self Direction
Learn – Apply - Reflect
Research is Messy!
Research
Research
Research
Research
Research
Research
Research
Research
Research
ACRL Definition of Information Literacy
“Information literacy forms the basis of lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.”
Association of College and Research Libraries. (2009). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency
Thank You for Joining Us!
Easing Information AnxietyTeaching Information Literacy Strategies and Skills for College Preparedness
Thank You…
Now Rev Up for Research!
Easing Information Anxiety
Questions
Easing Information AnxietyTeaching Information Literacy Strategies and Skills for College Preparedness
Questions?Wendy Loewenstein: wendyloewenstein@gmail.com
Bridget Kratt: bkratt@unomaha.edu
Easing Information Anxiety
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