collaborative integration of information literacy: a progress report from general chemistry course...

Collaborative Integration of Information Literacy: A Progress Report

from General Chemistry Course

Jung Oh Associate Professor of Chemistry

Department of Arts, Sciences and BusinessCollege of Technology and AviationKansas State University-Salina

[email protected]

Information Literacy (Fluency)

Faculty and Librarian Partnership

Jung Oh, Ph.D. Associate Professor of Chemistry / General Chemistry

Judy Collins. Ph.D. Assistant Professor of English / Technical Writing

Beverlee Kissick. Ph.D.

Director of Libraries, Sociology/Educational Technology

Alysia Starkey, MLS

Technical Services/Automation Coordinator

August 2, 2006 BCCE Oh 3

Background • One of nine K-State University Colleges

College of Engineering Technology and Aviation • Associates and Bachelors degrees• Approximately 1,000 students

• Introductory / General Chemistry Courses mechanical and electronic/computer

engineering technology elective natural science courses

• UGE (University General Education) course

To incorporate an active learning environment and an opportunity for students to connect ideas


What is Information Literacy (Fluency)? • “Set of abilities requiring individuals to recognize when

information is needed, and have the ability to locate, evaluate,

and use effectively the needed information.”

American Library Association (ALA) Definition of IL

• “It is a prerequisite for participating effectively in the Information Society and part of the basic human right of life long learning."

US National Commission on Library and Information Science, 2003

• “ may be seen as a process; as an amalgam of skills, attitudesand knowledge; as the ability to learn; or as a complex of ways of experiencing information use.”

Bruce, C. (August 2000). Information literacy programs and research:

an international review, Australian Library Journal, 49, 209-218.


ACRL’s Characteristics of Successful Info Lit (IL) Campuses

Association of College and Research Libraries

• IL is a learning issue not a library issue

• Strong partnership between librarians and facultyin planning and implementing IL curriculum

• IL integration into student learning outcomesAssessment on progress

• IL skills institutionalized across the curriculum


Standards for Science, Engineering/Technology by ALA/ACRL/STS on IL for Science & Engineering/Technology, 2006

IL literate students

1. determines the nature and extent of the information needed.

2. acquires needed information effectively and efficiently.

3. evaluates the procured info- and its sources, decides whether or not to modify the initial query and/or seek additional source and whether to develop a new research process.

4. understands the economic, ethical, legal, and social issues surrounding the use of info- and its technologies, uses info- effectively, ethically, and legally to accomplish a specific purpose.

5. understands that IL is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm




The Characteristics of Effective Information Literacy Assignments

• Originate from course subject matter• Show students the purpose of research and its benefits• Emphasize analysis of issues over answers • Assist students with planning,

before /during information retrieval• Provide opportunities for feedback throughout the process

from instructor, peer, librarian • Introduce competencies in stages• Discuss the process, not just the project

(encourage transfer of skills)

Werell, E.L. and Wesley, T.L. (1990). Promoting Information Literacy through a faculty workshop Research Strategies, 8(4), 172-180.


Information Literacy Assessment

• At least four levels assessment of IL library, classroom, on campus, beyond the campus

• Importance of not separating IL from the overarching goals of education and the overall assessment of students learning

• Do students have technical, conceptual and critical thinking skills of IL to succeed their profession?”

Iannuzzi, Patrcia (1999)We Are Teaching, But Are They Learning: Accountability Productivity, and Assessment Journal of Academic Librarianship, Vol. 25, No .4 (1999): 304-5


IL integration into general chemistry course

• responsibility faculty and librarian collaborative partnership

• content assignments focusingon concepts and process

• teaching methods facilitate and guide

• assessment competency


Partnership Development2003 Instructor and librarian individual approach for IL

2004 Building Instructor and Librarian partnership Library In-service lecture Chemistry Section Guide for resources Technical Writing Course student collaboration

2005 Strengthening/expanding partnership Assignment and process revision

Writing Center collaboration Technical Writing Course student collaboration

2006 Integrating partnership Lecture on IL by instructor Follow-up individual consultation by librarian


Students Interact with• Course Instructor

Assignment guideline, lecture on IL

• LibrariansIn-Service guest lecture/face to face consultation

• Writing Center faculty/staff

Report consultation

• Peers from same/different course Chemistry / Technical Writing

• Integration of Technology – Virtual Team


General Chemistry Assignment

I. Pre-lab activity for “Chromatography” lab

Search for information about chromatography using database, internet, and/or print references. Find out how chromatography is used in your field.

II. Report on “Chemicals in Everyday Consumer Product”

Search for information about the active ingredient chemicals in your favorite consumer products, using reliable sources. Reflect as information literate consumer.


Chromatography Pre-Lab Assignment

Section I: Explain your search path:

What search engine or database did you use?

Explain the steps you followed.

What key words did you type in?

How did you narrow your search?

Was the site/source that you started useful for your purpose? Why or why not?

How did you select the sources you used?



Section II: Indicate the time spent, separately, on search and writing:

How many hours did you spend on searching and evaluating information? How many hours did you spend on writing and revising your report?

Section III: Write a summary of researched information and explain reasons for choosing sources:

What criteria did you use to select each source? How many total sources did you select from?How did you decide which sources were useful? Explain why.



Section IV: Reflect on your learning experience:

What did you learn about in terms of subject (chromatography), discipline (chemistry), information management, and/or time management?

How would you manage your time differently if you did this again?

What advice would you give to another student?

What do you think of chromatography and its application for your life?


Chemicals in Everyday Consumer Product

Section I: Consumer Products and Active Ingredients

Choose one of your favorite everyday consumer products.

Select one or two “active ingredient” chemicals.

Present the product name and active ingredients name.

Briefly describe why you have chosen a certain product.


Chemicals in Everyday Consumer Product

Section II: Active Ingredient Chemical Information

Provide chemical name, formula and/or structure of the active ingredient chemicals.

Investigate the properties and functions of these chemicals.

Explain major uses and applications of these chemicals.

List other consumer products containing these chemicals.

Evaluate benefits and precautions when using products containing these chemicals.


Chemicals in Everyday Consumer Product Section III: Information Evaluation

Indicate whether the information comes from reliable resources or organizations and why they are reliable.

Indicate what criteria you used to select information, how you decided which sources were useful and why you did (or not) use certain sources after researching information.

Section IV: Reflection as information literate consumer

Describe information about the product/the active ingredient that you did not know before this assignment. Describe any change that you might make when using the consumer product after this assignment.


Database use before & after IL Curriculum

February 2002 February 2005

InfoTrac Retrievals 47 InfoTrac Retrievals 756

InfoTrac Searches 238 InfoTrac Searches 1458

Expanded Academic Expanded Academic Retrievals 25 Retrievals 488

Expanded Academic Expanded Academic Searches 149 Searches 1039


IL component perception:

What does the term “Information Literacy” mean to you? (Mark all that apply.)

Fall 2004 Fall 2005 Spring 2006 Library CHM CHM 100 pre and post survey(N= 373) (N= 30) (N=27)

36.7% 48.1% 55.6 80.0 % A Library Instruction

47.7% 66.7 % 77.8 80.0 % B Computer Literacy 40.8% 55.6 % 66.7 70.0 % C Critical Thinking 36.2% 40.7 % 74.1 75.0 % D Communication 19.0% 14.8 % 37.0 65.0 % E Ethics 33.5% 40.7 % 55.6 65.0 % F Lifelong Learning


IL perception: Spring 2006 pre-survey I do expect assignment that requires searching information as part of CHM 110 course work.

4 very 12 somewhat 9 not very 2 none

I am comfortable to search information when an instructor does not give references. 11 very 12 somewhat 3 not very 1 none

I am comfortable to evaluate the web resources. 14 very 9 somewhat 3 not very 1 none

I am comfortable to use database for my assignment effectively. 11 very 10 somewhat 4 not very 1 none

I am comfortable to use my source with proper citation. 12 very 10 somewhat 4 not very 1 none

I agree that lectures on databases and advanced internet search would be beneficial for my undergraduate learning experience.


I agree that class periods designated for lecture for Information Literacy in Chemistry course were worthwhile.



“Chromatography” Reflections

Student: Self-statement on the time spent for “Chromatography”

average time spent for the assignment

2003 1.5 hours

2004 2.9 hours Library In-Service Lecture

2006 4.7 hours IL lecture by faculty

Library face to face consultation Writing Center consultation

Instructor observation

quantity of cited references and quality of search path

and resources show improvement


Student Survey at the end of semester

Spring 2004 General Chemistry (CHM11) Student Survey

Q. Library Inservice lectures on databases and advanced internet search were beneficial.

44% agreed or strongly agreed. 3.2 in 1-5 scales with 5 as strongly agreed.

Q. Class periods designated for library lectures for Information Literacy were worthwhile.

45% agreed or strongly agreed. 3.2 in 1-5 scales with 5 as strongly agreed.


Students’ reflection

“- Doing the research before gave me a good idea of the procedure and the daily life applications of chromatography”

“- I also learned a great deal about writing a good lab report in the many revisions we did on our reports.”

“ - My initial thoughts of chromatography and electronics were that the only correlation would be manufacture of chromatography devices. I was surprised to find that the use of chromatography is becoming so instrumental in the reliability of electronic components and in particular semiconductor devices.”

“ - I prefer doing Internet searches, but I do know the limitations with that. For one, not all of the information can be trusted or are reliable. The one advantage of the Internet has over subscription-based databases is that information on the Internet can more current and up-to-date. The down side with that is that it is usually very “raw.” ---


Group Presentation (chemistry/technical writing courses)


Group Communication

• Pre-lab search (internet / database) “ – Doing the research before gave me

a good idea of the procedure and the daily life applications of chromatography”

• Inquiry lab “—gave me a chance to almost be like a detective

–”

• Lab report “- I also leaned a great deal about writing a good lab report in the many revisions we did

on our reports.”


Students’ reflection

• Pre-lab search (internet / database) “ – Doing the research before gave me

a good idea of the procedure and the daily life applications of chromatography”

• Inquiry lab “—gave me a chance to almost be like a detective

–”

• Lab report “- I also leaned a great deal about writing a good lab report in the many revisions we did

on our reports.”


Lessons learned

• Recognize the importance of timing and tailoring of IL instruction.

• Be flexible and enjoy the learning experience.

Don’t worry about making everything perfect the first time.

• For librarian, remember it is the faculty member’s course.

For faculty, remember the librarian has a specific set of skills

that can complement your own.

• Focus on integration.


Questions?

Thanks!

collaborative integration of information literacy: a progress report from general chemistry course...

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information literacy

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