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601 Session 14-Information Literacy
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Transcript of 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