1 Information Fluency: Literacy in the Digital Age Lisa Janicke Hinchliffe [email protected].

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Information Fluency: Literacy in the Digital Age

Lisa Janicke Hinchliffe

[email protected]

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Who is Lisa?

Library Instruction Coordinator, ISU Library Liaison to Teaching Groups Teaching - Undergraduate and Graduate Research Activities:

• Classroom Design re: Learning• High School to College Transition re: Information Skills:

Cognitive, Affective, and Dispositional Professional Service Area: Information

Literacy (ACRL) After July 17: Coordinator of Information

Literacy Services and Instruction, UIUC

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Remembering…

Describe a memory of doing research in college. What was your experience of research? Which class was the research for?

Describe your students doing research for assignments in your classes. What is their experience of research?

Make a list of key words and phrases that describe the experiences. Make a list of the classes mentioned.

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Session Overview

Information Literacy Context Information Literacy Competency

Standards for Higher Education Pedagogical Examples

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CIRP(Cooperative Institutional Research Program)

Entering First-Year Students - National Fall 2000*

Used the Internet for research/homework: 67.4% Hours/week reading for pleasure:

None: 24.7% 6-10: 5.4%Less Than 1: 27.5% 11-15: 1.9%1-2: 24.9% 16-20: 0.7%3-5: 14.1% Over 20: 0.8%

*The American Freshman: National Norms for Fall 2000

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*http://www.ala.org/acrl/ilintro.html

The Goal: Engaged Learning

“The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in ‘framing of a significant question or set of questions, the research or creative exploration to find answers, and the communications skills to convey the results…’”*

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*http://www.ala.org/acrl/ilintro.html

Courses Structured for Engaged Learning*

Student-centered learning environments

• Inquiry is the norm.• Problem solving is the focus.• Thinking critically is the process.

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Note on Language

Information Fluency? Information Literacy? Information Competency? Information Skills? Research Skills? Technology Literacy? Information Technology Fluency? Resource-Based Learning

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Note on Language

Information Fluency? Information Literacy? Information Competency? Information Skills? Research Skills? Technology Literacy? Information Technology Fluency? Resource-Based Learning

YES!

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“...one who is able to recognize when information is needed and

have the ability to locate, evaluate, and effectively use the needed

information.”

Final Report of the American Library Association Presidential Commission on Information Literacy. 1989. http://www.ala.org/acrl/nili/ilit1st.html

Information Literacy Defined…

An information literate person is...

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A Liberal Art?

“information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact -- as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society”

Jeremy J. Shapiro and Shelley K. Hughes, Information Literacy as a Liberal Art, EDUCOM Review, 31(2), March/April 1996,

http://www.educause.edu/pub/er/review/reviewarticles/31231.html

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Acquires and Uses Information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses Computers to Process Information

SCANS Report

Secretary’s Commission on Achieving Necessary Skills (http://wdr.doleta.gov/SCANS)

What Work Requires from Schools One of Five Workplace Competencies:

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White Paper: 21st Century Literacy Summit

Literacies• Technology Literacy• Information Literacy• Media Creativity• Social Competence and Responsibility

Arenas• Education• Workplace Skills• Civic Engagement

http://www.21stcenturyliteracy.org/

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Higher Education Standards

Information Literacy Competency Standards for Higher Education

http://www.ala.org/acrl/ilcomstan.html

Companion Document for Librarians: Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians http://www.ala.org/acrl/guides/objinfolit.html

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Standard 1:

The information literate student determines the nature and extent

of the information needed.

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Standard 2:

The information literate student accesses needed information

effectively and efficiently.

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Standard 3:

The information literate student evaluates information and its

sources critically and incorporates selected information into his or her knowledge base and value system.

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Standard 4:

The information literate student, individually or as a member of a

group, uses information effectively to accomplish a specific purpose.

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Standard 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.

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scope and content popular vs scholarly level of complexity formats indexed functionality

Critical Thinking

Technical

Conceptual

web browser keyword/boolean/

truncation/proximity email/download proxy server

analyze search strategy and process reflect and revise evaluate and select

Information Literacy Skills

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Goals/Activities Related to Information Literacy

Critical Thinking Awareness of Controversy and

Disagreement in a Discipline Development of Academic Thought and

Discourse Research Writing

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Inquiry

Image from: http://www.inquiry.uiuc.edu/

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Pedagogical Approaches

Assume students have the skill/ability

Provide the results which would come from using the skill/ability

Provide instruction in the skill/ability to students

Assess performance of the skill/ability

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Tensions

Literacy Illiteracy

Literacy Aliteracy

General Discipline

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Work Toward Dispositions

“Behaviors that require a discipline of mind that is practiced so it becomes a habitual way of working toward more thoughtful, intelligent action” in a productive learning organization.*

*Arthur L. Costa and Bena Kallick. “Preface to the Series” in Activating and Engaging Habits of Mind (ASCD, 2000), p. xii.

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Requires Collaboration

“Collaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals.”*

* Collaboration: What Makes It Work?

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Whose Help Do You Need?

Faculty Librarians Instructional Designers/Specialists Technologists Media Developers Students Other: __________________________

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Some Examples

Readings List: http://www.ilstu.edu/~lwhinch/sfttff/infolit.htm

Evaluating Web Resources: http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/webeval.htm

Sample Evaluation Sites: http://www.mlb.ilstu.edu/crsres/foiweb.htm

TILT: http://tilt.lib.utsystem.edu/

Standards Toolkit: http://www.csusm.edu/acrl/il/toolkit/index.html

Assignment Calculator: http://www.lib.umn.edu/help/calculator/

Thank You