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.

Breaking Down the Topic

www.instagrok.com

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

Print

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?

Determine Keywords

http://www.wordle.net

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?

Google

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

http://bubbl.us

http://popplet.com

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

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Easing Information AnxietyTeaching Information Literacy Strategies and Skills for College Preparedness

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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