601 Session 14-Information Literacy

Information Literacy

and Reference Services

Fall 2011

Dr. Diane Nahl

University of Hawaii

Library and Information Science Program

Global Challenge of IL

Whatever else you bring to the 21st century workplace, however great your technical skills and however attractive your attitude and however deep your commitment to excellence, the bottom line is that to be successful, you need to acquire a high level of information literacy. What we need…are people who know how to absorb and analyze and integrate and create and effectively convey information and who know how to use information to bring real value to everything they undertake.

Anthony Comper, President, Bank of Montreal,1999Nahl LIS 601 2011

2

National IL Initiatives

ALA Information Literacy Task Force [1989]

National Forum on Information Literacy (NFIL)

[1990]

National Research Council, Mandate for

Information Technology Literacy [1997]

Nahl LIS 601 2011 3

National Higher Education IL Initiatives

Institute for Information Literacy Immersion

[1996]

ALA, ACRL, Information Literacy Competency

Standards for Higher Education [2000, 3rd edition]

http://www.ala.org/ala/mgrps/divs/acrl/standards/inf

ormationliteracycompetency.cfm

Nahl LIS 601 2011 4

National K-12 IL Initiatives

ALA, AASL, Information Power [2002, 2nd

edition]

ALA, AASL, Standards for the 21st-Century

Learner [2007]

http://www.ala.org/ala/mgrps/divs/aasl/

guidelinesandstandards/learningstandards/standards.cfm

Nahl LIS 601 2011 5

International IL Initiatives

IFLA International Federation of Library Associations, Information Literacy Section http://www.ifla.org/en/information-literacy

SCONUL (UK) The Seven Pillars of Information Literacy http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

Nahl LIS 601 2011 6

IL Mandates Lifelong Learning Skills

External academic accrediting bodies [WASC for Hawaii schools & colleges]

University Strategic Plan

General Education Reforms

UH Information Literacy Hallmark

UH Systemwide UH Libraries IL Committee

(UHLILC)

Nahl LIS 601 2011 7

WASC Accreditation Standards

Western Association of Schools and Colleges (WASC) Standard 2 states:

Baccalaureate programs engage students in an integrated course of study… to prepare them for work, citizenship, and a fulfilling life. These programs also ensure the development of core learning abilities and competencies including… Information literacy…

WASC 2001 Accreditation Handbook, Standard 2 (Achieving Educational Objectives Through Core Functions): Criteria for Review. Nahl LIS 601 2011 8

General Education Hallmarks

UH Manoa - approved in 2002; other campuses are adopting this Hallmark:

To satisfy the Written Communication requirement, a course will [among other things]... help students develop information literacy by teaching search strategies, critical evaluation of information and sources, and effective selection of information for specific purposes and audiences; teach appropriate ways to incorporate such information, acknowledge sources and provide citations.

UH Manoa GE Foundations Requirement.Nahl LIS 601 2011 9

ACCJC Accreditation Standards

The Accrediting Commission for Community and Junior Colleges (ACCJC) Standard II.3.A (Instruction: General Education) states:

General education has comprehensive learning outcomes for the students who complete it... including... a capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

ACCJC Accrediting Commission Standards, 2002 , Standard IIA (Student Learning Programs and Services: Instructional Programs).

Nahl LIS 601 2011 10

ACCJC Standards (cont.)

ACCJC Standard II.C.1.b (Library and Learning Support Services) states:

The institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency.

Nahl LIS 601 2011 11

UH Libraries Information Literacy

Committee Instruction librarians from each UH campus

Formed in 2003 to address system-wide campus and library IL goals and objectives

Provides a forum for discussion, resource sharing, and the production of instructional online research and assessment tools for the entire system

Nahl LIS 601 201112

Importance of IL in an Academic Reference

Librarian’s Job Integral to academic reference work

Formal & informal instruction

Staff, student & faculty instruction

Listed in nearly every job description as integral to the position

Wanted: applicants with experience designing lessons, instructing, and assessing student learning (SLOs)

Nahl LIS 601 2011 13

Typical Position Description

Title: Reference/Instruction Librarian

Description: Provides quality reference and research services in person and online; including serving as second tier referral for advanced reference assistance. Participates with instruction team to create and deliver instruction sessions for faculty and students which incorporate the use of active learning strategies, both in person and online. Works closely with other Information Services and Information Literacy librarians to plan, develop, maintain, and assess innovative instructional and outreach programs. …

Preferred: Experience providing library instruction and reference services; Knowledge of information literacy theory and practice, various teaching methodologies and learning styles; Experience with emerging computer technologies and their applications in academic libraries such as Web 2.0 applications; Creativity and experience designing instructional/informational materials, both in print and online; …

University of Texas, Arlington, (abridged) January 2010 Nahl LIS 601 201114

KapCC 2010 PDInstructor or Assistant Professor, CC (Learning Resources Librarian)

Duties and Responsibilities:

Assumes the leadership role in the direction and coordination of the Library and Learning Resources (LLR) Instruction program;

Collaborates with KCC instructional faculty to provide individual and class instruction in the use of print and electronic resources.

Provides general reference and information services as part of the Reference Team;

Creates print and online instructional guides and tutorials to facilitate access to Library collections.

Assumes a leadership role in the direction and coordination of the Library’s Collection Development program, including policy review, revision, and implementation;

Selects and prioritizes materials in various formats for addition to the Library Collection in accordance with the Library Collection Development Policy and in collaboration with Library Subject Specialists.

Serves as coordinator for Library student learning outcome initiatives and serves as liaison to KCC Student Learning Outcomes Coordinator.

Collects and evaluates data for ongoing assessment of student learning outcomes.

Participates in evaluation, selection and implementation of emerging technology.

Rotates evening and weekend shifts; and other duties as assigned. 15Nahl LIS 601 2011

UH LIS IL Courses

1. LIS 100 Libraries, Technology and Scholarship

2. LIS 665 Teaching Information Technology

Literacy

3. LIS 686 Information Literacy and Learning

Resources

4. LIS 690 Teaching Internships

Nahl LIS 601 2011 16

Information Literacy at UH

1. Instructional Services http://library.manoa.hawaii.edu/services/instruction/instruction.html

1. Guides & Handbooks

2. Online Tutorials

3. Class Sessions for the Disciplines

2. LILO Learning Information Literacy Online http://www.hawaii.edu/lilo/

1. Online Research Journal

2. Assignment Calculator & Citation Machine

3. Keyword Strategy BuilderNahl LIS 601 2011

17

LILO Learning Information Literacy

Online

Created for ENG 100 undergraduate students in the University of Hawaii System

Created by librarians with input from writing instructors throughout the UH System

Includes examples and content pertinent to real-life research experiences in Hawaii

Nahl LIS 601 2011 18

LILO

An interactive, Web-based productivity tutorial that engages students in thinking critically about a research topic and the sources needed to support a thesis statement.

An easy way for instructors to monitor a student’s understanding of the research process and his/her progress in developing information literacy skills within a course.

The Research Journal function saves student work in a database account.Nahl LIS 601 2011 19

LILO

Teaches skills in information competency—a learning outcome of the ACCJC General Education requirements.

Integrates the Association of College & Research Libraries’ Information Literacy Competency Standards for Higher Education.

The Research Journal, Citation Builder, and Assignment Calculator were identified by students as the most useful LILO tools

Nahl LIS 601 2011 20

Student Feedback

Students in Leeward CC instructor Donna Matsumoto’s writing classes said:

“LILO improved my research dramatically. It has everything you need and journals to keep you updated on where you are on your research. Without LILO, I would've procrastinated on this assignment.”

Nahl LIS 601 2011 21

Student Feedback (cont.)

“The most useful aspect of LILO is the way everything is broken down into steps… often when researching... the hardest part is knowing where to start. LILO solves this problem.”

“The thing I find most useful in LILO is probably its journal.”

Nahl LIS 601 2011 22

Student Feedback (cont.)

“I found the research part the most useful and having to actually look up a source and paste it to LILO was a good thing.“

“The best part about LILO is that it gave me a step by step tutorial on how to do my research.”

Nahl LIS 601 2011 23

Information Literacy is the ability to:

Recognize an Information Need

Access Information

Evaluate Information

Synthesize Information

Ethically Use Information

Nahl LIS 601 2011 24

The Ability to Recognize an Information

Need

1. Realizing that a problem can be solved by obtaining new information

2. Overcoming resistance to systematically searching for reliable information

3. Intending to approach a reliable information source to begin solving an information problem

Nahl LIS 601 2011 25

The Ability to Access Information

1. Using a variety of sources & formats

2. Applying correct concept analysis & search logic

3. Using appropriate controlled vocabulary & natural language

4. Using browse & keyword search modes

5. Browsing physical and online collections & resources

Nahl LIS 601 2011 26

The Ability to Evaluate Information

1. Applying critical thinking criteria to found material

2. Judging the relevance of information

3. Judging the accuracy of information

4. Establishing the authority of information

5. Judging objectivity of information

6. Assessing the currency of information

7. Determining the coverage of information sources

Nahl LIS 601 2011 27

The Ability to Synthesize Information

1. Identifying, separating and eliminating inadequate, out-dated, invalid or irrelevant information

2. Integrating and citing facts, view points, and theories from diverse sources

3. Resolving conflicting or divergent information

4. Making informed decisions

Nahl LIS 601 2011 28

The Ability to Ethically Use Information

1. Understanding the ethical, legal and socio-economic issues surrounding information and information technology.

2. Following laws, regulations, institutional policies, ethics codes, and etiquette related to the access and use of information resources.

3. Acknowledging the use of information sources in communicating through a product or performance.

Nahl LIS 601 2011 29

Information Literacy Models

Information Search Process Model [p. 46

Handouts]

Big Six Information Skills Model

Information Searching Competence Matrix [p.

47 Handouts]

Nahl LIS 601 2011 30

Information Search Process

Nahl LIS 601 201131

STAGES

AFFECTIVEFeelings

COGNITIVEDecisions

SENSORIMOTORActions

APPROPRIATE TASK

1.

Initiation

Uncertainty GeneralVague

Seeking background information

Recognize need

2.

Selection

Optimism SchedulingPlanning

Conference with others

Identify

3.

Exploration

Confusion/ Frustration

Becoming informed about a

topic

Seeking relevant information

Investigate

4.

Formulation

Clarity Narrowed focus

Selecting ideas Formulate

5.

Collection

Sense of direction & confidence

Defining & supporting focus

Making notes of relevant information

Gather

6. Presentation

Relief Satisfaction or

Disappointment

Clearer More focused

Personalized synthesis of topic

Complete

Carol Kuhlthau, Seeking Meaning, 2004, p. 82.

Information Searching Competence Matrix

Nahl LIS 601 2011 32

SKILL LEVEL

AFFECTIVE Domain of

Feelings

COGNITIVE Domain of

Decisions

SENSORIMOTOR Domain of

Actions

Level 3.

Advanced

A3

Feeling Empowered as a Searcher

C3

Acquiring Familiarity and Intuition with

Disciplinary Knowledge

S3

Practicing Careful Documentation Routines

Level 2.

Intermediate

A2 Being Supportive of

the IR System Environment

C2

Understanding Search Strategy

S2

Identifying Implicit Features of the Information Setting

Level 1.

Basic

A1 Showing Acceptance

of Complex Information Structure

C1

Decoding Information Displays

and Terminology

S1

Recognizing Information Elements and Locations

Diane Nahl, 1987; 1990, 1993

Thinking Like a Novice Searcher

I chose to look up women’s health first

because I felt it was an issue I am

interested in. I’m trying to navigate through

Internet with specific personal goals

incorporated into the class assignments. I

Bookmarked the information on domestic

violence because after I graduate this

semester I want to work as a counselor at a

domestic abuse shelter. [Bold italics added]Nahl LIS 601 2011 33

Thinking Like an Expert Searcher

Query: Find out about national groups and ethnic conflicts in the Third World and their influence on the activities of international organizations.

I thought about the “Third World.” Another

term is “developing countries.” The

controlled vocabulary advises to use the

term “developing countries” instead of

“third world”…

Nahl LIS 601 2011 34

Thinking like a professional searcher:

So I selected as a first alternative the

free text terms “third*” and “world*” with

truncations; and as a second

alternative “developing countries” both

as a descriptor and as a free text term…

Nahl LIS 601 2011 35

Then I selected this “national groups” as a

descriptor. I thought they are groups in

any case. In free text they may be

anything--it is difficult to guess--so we can

be satisfied with the descriptors. If needed

there are other descriptors: “ethnic

minorities” and “population groups.”

Ivonen & Sonnenwald, JASIS 1998, 49(4):312-326, p. 320

Nahl LIS 601 2011 36

Thinking like a professional searcher:

Due Next Week & Beyond

Guest speaker Lori Bell on My Info Quest SNS reference project

Chapters 13, 20 & 21, UTSA Mobile Library; Cirasella (syllabus

links)

Geography Search Ex. 8; Government Documents Search Ex. 9

Quiz review (Quiz Dec 8)

Course Evaluation

Reference Interactions Field Report Dec 13

December 13 is the last day to turn in assignments and

bonus workNahl LIS 601 2011 37