Currents in Information Literacy: Standards, Lessons, and Learners Sean Cordes Assistant Professor Western Illinois University
Jan 12, 2015
Currents in Information Literacy: Standards, Lessons, and Learners
Sean CordesAssistant ProfessorWestern Illinois University
The Big Challenge
“While there is much discussion today aboutinformation literacy, proper implementation ofit within university campuses is still a struggle,often due to the fact that librarians andteaching faculty have different “cultures” thatcreate different priorities.” Librarians focus more on process and Faculty focus more on content The two are not mutually exclusive.
"Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy." The Reference Librarian 43, no. 89/90 (2005): 63-80. Also published in Relationships Between Teaching Faculty and Teaching Librarians: Do You Really Get More Flies with Honey? Binghampton, NY: Haworth Press, 2005, 63-80.
Information Literacy and Library Skills
Information Literacy skills and Library skills are similar…but they are not the same!
Standards-AASL/AECT
AASL/AECT-American Association of School Libraries, Association of Educational Technologies and Communications
Information Literacy Standards for student learning
9 points, 21 indicators
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandars/informationpower/InformationLiteracyStandards_final.pdf
AASL/AECT-Independent Learning
The student who is an independent learner is information literate”
1. Pursues information related to personal interests.
2. Appreciates literature and other creative expressions of information.
3. Strives for excellence in information seeking and knowledge generation.
4. The student who is information literate accesses information efficiently and effectively.
5. The student who is information literate evaluates information critically and competently.
6. The student who is information literate uses information accurately and creatively.
AASL/AECT-Information Literacy
AASL/AECT- Social Responsibility
7. Recognizes the importance of information to a democratic society
8. Practices ethical behavior in regard to information and information technology
9. Participates effectively in groups to pursue and generate information
Standards - ACRL
Association of College and Research Libraries
Information Literacy Competency Standards for Higher Education
5 Points, 21 indicators
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
ACRL Standards
The information Literate Student1. Determines the extent of information
needed 2. Accesses the needed information
effectively and efficiently 3. Evaluates information and its sources
critically 4. Individually or as a member of a group,
uses information effectively to accomplish a specific purpose.
5. Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
The Big Picture
Students need to understand the nature and scope of information problems
Students should be able to use available means to get the information need to solve the problem.
Students should be able to tell whether information is of a suitable quality and type to solve the problem.
Students should be able to work alone or in groups to solve the problems.
Students can do this ethically and responsibly.
The Scope
Students understand the nature and scope of information problems
The question The information needed Where to look How to look
The Means
Students can use available means to get the information need to solve the problem.
Catalog Internet Community
Evaluating information
Type Quality Availability Suitability
Alone and in Collaboration
Information Literacy Skills Time Management Skills Digital Literacy Skills Inter-Personal Skills
Ethical Use
Piracy Plagiarism Cyber Bullying
IL Teaching Strategies
Inquiry-based learning- Learning should be based around student's questions. Requires students to work together to solve problems rather than receiving direct instructions
The teacher's job in an inquiry learning environment is to help students along the process of discovering knowledge themselves.
Inquiry Based Learning Example 1
Books, Web Sites, Music, Images
Boolean Venn Diagram
DigitalPrint
Fill in the Venn diagram to show which media types are print or digital, and show also which are both
AndOr Or
Text Grid representation of the relationship between forms of text and literacy elements based design elements for the multimodal text “UEFA Soccer”
ModesModes
Design ElementsDesign Elements
Inquiry Based Learning Example 2
What We Learn
Turn information into useful knowledge.
Stresses skill development and nurtures the development of good habits of mind.
Provides useful context, and application for information
Develops connections between activities within a particular subject.
IL Teaching Strategies
Problem-based learning-is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are:
Learning is driven by challenging, open-ended problems.
Students work in small collaborative groups.
Teachers take on the role as "facilitators" of learning.
Problem Based Learning Example
Use the tools to transfer content and combine it into a single object
Flickr Photo Site
Animoto Video Site
WordPress Class Blog Site
To create meaningful information objects by combining media types
To understand the process of trial, error, and consequence relating to technology use
To understand the relationship of rules, tools, labor, and community relating to information systems
What we learn
IL Teaching Strategies
Project-based learning - is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Bransford & Stein, 1993).
Within its framework students collaborate, working together to make sense of what is going on.
Project-based has emphasis on cooperative learning. Additionally, project-based instruction has emphasis on students' own artifact construction to represent what is being learned.
Example-Google Sitehttp://sites.google.com/site/lib201site/
Project Based Learning Example
Web Site
Develop a research question and develop a supporting web site using multiple content types and tools.
What we learn
To see information parts as a whole To analyze media for messages To relate the experience of others to
ourselves To understand how information
transforms us, and how we transform information
21 Century Literacy
Standards & Assessments
Curriculum & Instruction
Professional Development
Learning Environments
Life & Career Skills
Learning & Innovation Skills
Core Subjects & 21C Themes
Information, Media, &Technology Skills
Some (other) Modern Literacies
Visual literacy is the ability to analyze, create, and use, images and video using technology and media to enable critical thinking
Multicultural literacy is the ability to acknowledge, compare, contrast, and appreciate commonalities and differences in culture
Media literacy is the process of accessing, analyzing, evaluating and creating messages in a wide variety of media modes
Media Literacy-The Normal
Media Literacy-To the Novel
Visual Literacy-The Frightening
Visual Literacy-To the Familiar
Cultural Literacy-The Whole is Greater than the Sum
Establishing personal relationships paves the way for more cooperative negotiation dynamics. Parties develop a sense that the other group's beliefs and values are similar to their own, and more likely to frame issues as mutual problems, refrain from personal attacks and build on the other side's ideas.
Outcome Based Assessment
Skills Based Real Life Context Access and Use Cognitive Skills Digital Skills Management Communication
Standardized Assessment Tests
Project Sails Project SAILS ® began in 2001 with
the goal of developing a standardized test of information literacy skills that would allow libraries to document skill levels for groups of students and to pinpoint areas for improvement. https://www.projectsails.org/sails/aboutSAILS.php?page=aboutSAILS
Standardized Assessment Tests
ETS iSkills The iSkills assessment helps you ensure
your students are ready for success in academia and the workforce. Measures your students’ ability to navigate, critically evaluate and make sense of the wealth of information available through digital technology — so you can make the necessary changes to narrow skill gaps. It also assesses critical thinking in the digital environment
http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=159f0e3c27a85110VgnVCM10000022f95190RCRD&vgnextchannel=e5b2a79898a85110VgnVCM10000022f95190RCRD
Standardized Assessment Tests
Trails There are two general assessments (30 items each),
as well as two 10-item assessments in each of the five categories (Develop Topic; Identify Potential Sources; Develop, Use, and Revise Search Strategies; Evaluate Sources and Information; Recognize How to Use Information Responsibly, Ethically, and Legally). The assessment pairs are parallel in terms of concepts addressed and may be used as pre- and post-tests." -- Free for use by library media specialists and teachers
http://trails-9.org/index.php?page=home
Standardized Assessment Tests
Additional Resources A comprehensive list of assessment
testing for information literacy including test sites, descriptions and rubrics for classroom evaluation by instructors can be found here.
Assessments of Information Literacy Available Online
http://jonathan.mueller.faculty.noctrl.edu/infolitassessments.htm
Challenges Ahead
1. Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation.2. Developing 21st-century literacy among students and faculty (information, digital, and visual).3. Reaching and engaging today’s learner.4. Encouraging faculty adoption and innovation in teaching and learning with IT.5. Advancing innovation in teaching and learning (with technology) in an era of budget cuts.
Thank [email protected]