Information LiteracyInformation LiteracyForFor Teaching & Learning:Teaching & Learning:

A Workshop For Faculty & LibrariansA Workshop For Faculty & Librarians

Libraries & Educational Technologies Libraries & Educational Technologies Center for Faculty Innovation Center for Faculty Innovation James Madison UniversityJames Madison University

Dr. Terrence MechDr. Terrence MechKing’s College, Wilkes-Barre, PAKing’s College, Wilkes-Barre, PAMay 9-11, 2006May 9-11, 2006

Today’s High EducationToday’s High Education

Articulation & assessment of outcomesArticulation & assessment of outcomesStudent centered approach to course & Student centered approach to course &

curriculum developmentcurriculum developmentEmphasis on student understanding & Emphasis on student understanding &

capabilities rather than fact-learningcapabilities rather than fact-learningEmphasis on undergraduate researchEmphasis on undergraduate researchPreparing students to apply their Preparing students to apply their knowledge in non-academic settingsknowledge in non-academic settings

(NEA 2001)(NEA 2001)

From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered

Cover the material Cover the material VS.VS. using the using the materialmaterial

Cover topics Cover topics VS.VS. mastering learning mastering learning objectivesobjectives

Listening/reading Listening/reading VS.VS. constructing constructing knowledge through integrationknowledge through integration

From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered

Lecture Lecture VS.VS. active learning active learning

Sage on the stage Sage on the stage VS.VS. designer of designer of learning environmentslearning environments

Present Present VS.VS. engage engage

Grades Grades VS.VS. classroom assessment classroom assessment

Why Information literacy ?Why Information literacy ?

It draws on and builds on basic It draws on and builds on basic general education skillsgeneral education skills– ReadingReading– Critical thinking & reasoning abilitiesCritical thinking & reasoning abilities– Written & oral communication skillsWritten & oral communication skills

It is actively student focusedIt is actively student focused

It is assessable It is assessable

Information LiteracyInformation Literacy

““To be information literate, a person must be To be information literate, a person must be able to recognize when information is able to recognize when information is needed and have the ability to locate, needed and have the ability to locate, evaluate, and use effectively the needed evaluate, and use effectively the needed information.”information.”

American Library Association Presidential American Library Association Presidential Committee on Information Literacy: Final Report, Committee on Information Literacy: Final Report, 19891989

Information Literacy:Information Literacy:A Classic Liberal ArtA Classic Liberal Art

Information SkillsInformation Skills• KnowKnow

– Determine NeedDetermine Need

• AccessAccess– Access Efficiently/EffectivelyAccess Efficiently/Effectively

• Evaluate SourcesEvaluate Sources– Evaluate CriticallyEvaluate Critically

• Evaluate ContentEvaluate Content– Add to Knowledge & ValuesAdd to Knowledge & Values

• Use InformationUse Information– Accomplish Specific PurposeAccomplish Specific Purpose

• Do All Ethically/LegallyDo All Ethically/Legally– Understand Economic, Understand Economic,

Legal & Social IssuesLegal & Social Issues

Building ProcessBuilding Process

Need a solidNeed a solid

foundation tofoundation to

achieve new achieve new knowledge.knowledge.

Ability to determine information need

Access resources

Effective use ofinformation resources

Critical use & ethical application

NewKnowledge

Information Literacy’s Information Literacy’s Common ThemesCommon Themes

Recognizes a need for informationRecognizes a need for informationEngages in information seeking behaviorEngages in information seeking behaviorExplores, accesses and locates materialsExplores, accesses and locates materialsInteracts with the information to Interacts with the information to formulate hypothesesformulate hypothesesSynthesizes, interprets. organizes, applies Synthesizes, interprets. organizes, applies and communicates the informationand communicates the informationEvaluates the resultsEvaluates the results

(Eisenberg & Brown, 1992)(Eisenberg & Brown, 1992)

Why Information Skills?Why Information Skills?

Faculty want improvements in the quality of Faculty want improvements in the quality of student work, more effective student research, & student work, more effective student research, & students taking more responsibility for their own students taking more responsibility for their own learninglearning

Students want to complete assignments with less Students want to complete assignments with less difficulty & more satisfactiondifficulty & more satisfaction

Employers want to hire graduates who are Employers want to hire graduates who are “competent”, take responsibility, can solve “competent”, take responsibility, can solve problems, & produce new ideasproblems, & produce new ideas

Why Information Skills?Why Information Skills?Content mastered by graduation is soon outdated Content mastered by graduation is soon outdated or forgottenor forgotten

Ongoing personal & professional competence Ongoing personal & professional competence depends on knowing how to find, evaluate, & use depends on knowing how to find, evaluate, & use information information

Ability to find data, absorb & synthesize key Ability to find data, absorb & synthesize key concepts, organize & present information are concepts, organize & present information are desirable “knowledge economy” skillsdesirable “knowledge economy” skills

Why Information Skills?Why Information Skills?

Common to all disciplines, to all learning Common to all disciplines, to all learning environments, & levels of educationenvironments, & levels of education

Enables learners to master content, solve Enables learners to master content, solve problems, & become critical & effective problems, & become critical & effective information consumersinformation consumers

Recognizes that Recognizes that learning is a combination of learning is a combination of content plus competenciescontent plus competencies

Why Information Skills?Why Information Skills?

Society functions best when it has an Society functions best when it has an educated, informed & productive educated, informed & productive citizenry.citizenry.

Easy access to information & good Easy access to information & good information skills are vital for a information skills are vital for a vibrant democracy.vibrant democracy.

““Access to computers, computer Access to computers, computer applications, web-enhanced courses, applications, web-enhanced courses, and information resources such as and information resources such as books, journals, and databases does books, journals, and databases does not translate into information literate not translate into information literate students.”students.”

Developing Research & Communication Skills, Developing Research & Communication Skills, p.6p.6

Information literacy is not Information literacy is not about libraries.about libraries.

Information literacy is about Information literacy is about teaching and learning. teaching and learning.

Metacognitive ApproachesMetacognitive Approaches

““How can students gain the skill to How can students gain the skill to manage their own thinking, change manage their own thinking, change unproductive search strategies, unproductive search strategies, monitor their time and attention, know monitor their time and attention, know what they know and what they need to what they know and what they need to learn?”learn?”

Diane Halpern

The Recursive Nature of LearningThe Recursive Nature of Learning

Determine theInformation Needed

AccessInformation

EvaluateInformation

UseInformation

Understanding

The Recursive Nature of The Recursive Nature of LearningLearning

Recursive questioning and searchingRecursive questioning and searching

– Promotes conscious regulation of the Promotes conscious regulation of the investigative processinvestigative process

Through the continuous reprocessing of:Through the continuous reprocessing of:InformationInformation

FindingsFindings

Pro-forma conclusionsPro-forma conclusions

Oswald Oswald RatteryRattery

Model of the Information Search ProcessModel of the Information Search Process

Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------→→FeelingsFeelings uncertainly optimism confusion clarity uncertainly optimism confusion clarity sense of satisfaction or sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment

doubt doubt confidence confidence

ThoughtsThoughts vague-------------------------------------vague-------------------------------------→→focusedfocused(cognitive)(cognitive) ----------------------------------------------- -----------------------------------------------→→

increased interestincreased interest

ActionsActions seeking relevant information---------------------------- seeking relevant information----------------------------→→seeking pertinent informationseeking pertinent information(physical)(physical) exploring exploring documenting documenting

Carol Collier Kuhlthau, Information Search Process, Rutgers UniversityCarol Collier Kuhlthau, Information Search Process, Rutgers University

Information literacyInformation literacy

is a is a

curriculum issue.curriculum issue.

WhyWhy

Strong information skills have a positive Strong information skills have a positive effect on student academic successeffect on student academic success

Information skills are best learned when Information skills are best learned when integrated into the curriculum and taught integrated into the curriculum and taught in in contextcontext

Many courses already include information Many courses already include information literacy concepts, although not explicitlyliteracy concepts, although not explicitly

Students often look to faculty and to each Students often look to faculty and to each other to learn information skillsother to learn information skills

The Three CurriculaThe Three Curricula

One in the catalogOne in the catalog

One the professors teachOne the professors teach

One the students experienceOne the students experience

An Information Literacy An Information Literacy Curriculum is:Curriculum is:

University-wide University-wide

Inquiry and resource basedInquiry and resource based

Makes effective use of instructional Makes effective use of instructional technologies and communication toolstechnologies and communication tools

Learner centeredLearner centered

Integrated with learning outcomes in Integrated with learning outcomes in general education and the disciplinesgeneral education and the disciplines

How is Information Literacy How is Information Literacy Achieved?Achieved?

Reinforcement in: Reinforcement in: freshmen & transition coursesfreshmen & transition courses lower & upper division GE courses lower & upper division GE courses junior level courses for transfer studentsjunior level courses for transfer students major coursesmajor courses honors programshonors programs service & experiential learningservice & experiential learning senior capstone experiencessenior capstone experiences

How is Information Literacy How is Information Literacy Achieved?Achieved?

Integrated into department Integrated into department learning outcomeslearning outcomes

Included on class syllabiIncluded on class syllabi

Reflected in class assignments Reflected in class assignments

Assessed in GE and the majorAssessed in GE and the major

Information literacy as Information literacy as an end in itselfan end in itself

Information literacy as Information literacy as a means to an enda means to an end

Cognitive developmentCognitive development

Ways of Knowing.Baxter Magolda (1992)

Domains Absolute Knowing

Transitional Knowing

Independent Knowing

Contextual Knowing

Nature of Knowledge

● Is certain or absolute

● Is partially certain and partially uncertain

● Is uncertain – everyone has own beliefs

● Is contextual; judge on basis of evidence in context

Role of learner

● Obtains knowledge from instructor

● Understands knowledge

● Thinks for self● Shares views with

others● Creates own

perspective

● Exchanges and compares perspectives

● Thinks through problems

● Integrates and applies knowledge

Role of instructor

● Communicates knowledge appropriately

● Ensures that students understand knowledge

● Uses methods aimed at understanding

● Employs methods that help apply knowledge

● Promotes independent thinking

● Promotes exchange of opinions

● Promotes application of knowledge in context

● Promotes evaluative discussion of perspectives

● Student and teacher critique each other

Figure 2.1. Ways of Knowing by Year. Baxter Magolds (1992) p. 70-72

53%

83%80%

1% 2%

11%

46%

68%

31%32%

16%

5%1%

57%

12%

2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Freshman Sophomore Junior Senior Year 5

Absolute

Transitional

Independent

Contextural

Why Information LiteracyWhy Information Literacy ??

More time & energy students invest in More time & energy students invest in activities related to desired outcomes, activities related to desired outcomes, the more likely they are to achieve the more likely they are to achieve those outcomesthose outcomes

Educationally effective institutions Educationally effective institutions design experiences that channel design experiences that channel students’ energies to purposeful students’ energies to purposeful activitiesactivities

Whose Job is It?Whose Job is It?

EverybodyEverybody

SomebodySomebody

AnybodyAnybody

NobodyNobody

Questions?Questions?

Exercise & DiscussionExercise & Discussion