Embedding Information Literacy into the curriculum: Faculty/Librarian Partnership for Enhancing Student Learning CTDLC E3 Conference: Engagement, Empowerment & E-learning Fairfield University May 28, 2014 Clara Ogbaa, Ed. D., Director of Library Services Todd Hampton, Information Literacy Librarian Gateway Community College, New Haven CT.
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CTDLC E3 Conference: Engagement, Empowerment & E-learning Fairfield University May 28, 2014 Clara Ogbaa, Ed. D., Director of Library Services Todd Hampton,
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Embedding Information Literacy into the curriculum:
Faculty/Librarian Partnership for Enhancing Student Learning
Information Literacy is defined as a set of abilities requiring individuals to” recognize when information is needed and havethe ability to locate, evaluate and use effectively the needed information.” –ALA
Information literacy is a skill, a lifelong skill. It is beneficial to the development of independent critical thinkers.
Information literacy is the ability to access information needed, evaluate it properly and then apply it.
Access
ApplyEvaluate
Embedding Information Literacy CompetenciesACRL Il Standard
2000-2012The information literate student Std. 1 - Determines the nature and extent of the information needed.
Std. 2- Accesses needed information effectively and efficiently.
Std. 3- Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Std. 4- Uses information effectively to accomplish a specific purpose.
Std. 5-Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
ACRL New Framework for IL (2014 Draft)
New Definition:“Information literacy combines a repertoire of abilities, practices, and dispositions focused on expanding one’s understanding of the information ecosystem, with the proficiencies of finding, using and analyzing information, scholarship, and data to answer questions, develop new ones, and create new knowledge, through ethicalparticipation in communities of learning and scholarship.
The Framework is based on concepts about the information ecosystem which consists of 1. core understandings about the evolving information system (threshold concepts)
2. a set of practices that demonstrate increased credibility within that ecosystem, as bothconsumer of information and creator of knowledge (knowledge practices, metaliteracy)
3. a way of thinking that develops more expert moves” within that dynamic information ecosystem (dispositions, self-assessments)
4. metacognitive strategies and critical reflection (metaliteracy, self-assessments)”
TAP CL/IL Competency Learning
Outcomes
1. Demonstrate competency in using current, relevant technologies to solve problems, complete projects, and make informed decisions.
2. Access, navigate, identify and evaluate information that is appropriate for their need(s) and audience(s).
3. Synthesize information to broaden knowledge and experiences and produce both independent and collaborative work.
4. Evaluate the economic, legal, ethical, and social issues surrounding the access and use of information and relevant technologies.
Collaborationcol·lab·o·rateintransitive verb \kə-ˈla-bə-ˌrāt\ : to work with another person or group in order to achieve or do something.
If everyone is moving forward together, then success takes care of itself. —Henry Ford
Faculty-Librarian Collaboration -Incorporating Information literacy concepts into a course provides an opportunity for collaboration
Why collaborate?Incorporating Information Literacy into a course provides an opportunity for collaboration between faculty and librariansFaculty and Librarians have mutual goals and
concerns.Both want students to
develop a greater understanding of information resources.
enhance student literacy, especially information literacy.
help students become better writers, critical thinkers and problem solvers.
build a social and learning community on campus.
Barriers to Librarian and faculty collaboration
Different perspectives on priorities. (budget deficiencies)
Inefficient communication between departments
Distrust and turf war
Faculty vs Staff mentality
Ways we can collaborate?
Course integrated instruction. Embedded librarian.Schedule multiple library instruction sessions.Communicate your needs to the library.Collaborate with a librarian on a research assignment.Keep a course syllabus or sample paper/assignment
with the library.When you create an assignment, discuss with a
librarian what resources are available in the library. Librarians can set aside selected items for a class project.
Request subject area materials.Invite librarians to department meetings.Learn about all of the library’s resources.
Tools for Collaboration: IL Tutorials
ResearchReady by EasyBib
Research Companion by Proquest
Information Literacy Course Modules (ILCM)
by Credo
• A cloud-based instructional Information Literacy
platform that helps librarians and faculty teach and
assess skills
• Customizable
• Assessment features:• Pre and post assessment tests to compare a student’s skills
before and after instruction.
• Questions within the content to keep students on their toes so they can’t skip through the content.
• Cumulative quizzes at the end of each lesson and course to assess student’s understanding of particular concepts.
ResearchReady
Curriculum ContentResearchReady
Source Identification - Differentiating source types (Primary vs. secondary, popular vs. scholarly.)
Accessing Library Resources - Differences between and how to use OPACs, databases and search engines
Source Evaluation
Ethical Research - Plagiarism, copyright infringement, and fair use
ReferencesAriew, Susan A. and Eison, James, "The Collaborative Imperative and Information Literacy: Strategies for Librarian-Faculty Partnerships" (2011). Academic Services Faculty and Staff Publications. Paper 30.http://scholarcommons.usf.edu/tlas_pub/30
Kobzina, Norma G. "A Faculty–Librarian Partnership: A Unique Opportunity for Course Integration." Journal of Library Administration 50.4 (2010): 293-314. Print.
Kvenild, Cassandra, and Kaijsa Calkins. Embedded Librarians: Moving beyond One-shot Instruction. Chicago: Association of College and Research Libraries, 2011. Print.
Shank, John D., and Steven Bell. "Blended Librarianship." Reference & User Services Quarterly 51.2 (2011): 105-10
Shen, Lan “Improving the Effectiveness if Librarian-Faculty Collaboration on Library Collection Development” Collaborative Librarianship 4(1):14-22(2012)
Yousef, Atif, “Faculty Attitudes Toward Collaboration with Librarians” (2010). Library Philosophy and Practice (e-journal). Paper 512 http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1530&context=libphilprac