InfoSMART: information skills for creatives

All images used in this presentation are

taken from Google Image and Facebook

pages of DLSU Manila University Library,

UP Diliman University Library, Nanyang

Technological University, and Rizal Library.

InfoSMART

Marian Ramos-Eclevia [email protected]

Information Skills for Creatives

1st Marina G. Dayrit Lecture Series 28 February 2014, DLSU Libraries

[Marina G. Dayrit Lecture Series 2014] InfoSMART: Information Skills for Creatives

Rewind to basics of information literacy 1

Frameworks and models of infoLit 2

Essential skills and values for infolit 3

Awareness-raising for infolit 4

Practical and best practices in infolit 5

“a set of abilities requiring

individuals to recognize when

information is needed and have the

ability to locate, evaluate, and use

effectively the needed information."

(ALA Presidential Committee on Information Literacy)


1989

1 "the ability to identify, locate,

evaluate, organize and

effectively create, use

and communicate information

to address an issue or a

problem." (Pradeepa Wijetunge)


2000

“is knowing when and why you

need information, where to find

it, and how to evaluate, use and

communicate it in an ethical

manner.” (Chartered Institute of Library and Information Professionals, CILIP)


2004

“ability to access, evaluate

and use information from a

variety of sources”

(Pradeepa Wijetunge)

1


2005

“the ability to identify, assess,

retrieve, evaluate, adapt,

organize and communicate

information within an iterative

context of review and reflection.” (Joint Information Services Committee )


2005

“Information literate people will demonstrate

an awareness of how they gather, use, manage,

synthesize and create information and data in

an ethical manner and will have the information

skills to do so effectively.”

(Society of College, National and University Libraries , SCONUL)


2012

find + retrieve

analyze use

+

+



Help patrons deal with

information overload or

Data Smog


Inspire and equip

patrons to become

lifelong learners

Empower patrons to

become independent

learners


Support the library's mission to

provide lifelong learning


Promote responsible use of information

for problem-solving, decision making, and

critical thinking


“To become more self-directed, and

presume greater control over their own

learning” (Shantaram, 2012)


Information literacy is fundamental to the

success of learners in discharging their

academic responsibilities.


developed in the United

States by two librarians,

Mike Eisenberg and Bob

Berkowitz

comprises six key steps or

stages of problem solving

(Sayers, 2006)


Majority of resources and

examples relate to schools and

projects in the United States.

It is a commercial product and

thus subject to copyright and

trademark protection

The authors provide for limited

"educational, non-profit use of

the Big 6

drawback

(Sayers, 2006)


Seven

Pillars

Model of

Information

Literacy

SCONUL, 1999

(Sayers, 2006)


developed by the Information

Skills Taskforce of the Standing

Conference of National and

University Libraries in the United

Kingdom

as a progression from basic IL

skills to more sophisticated ways

of understanding and using

information

(Sayers, 2006)

Seven

Pillars

Model of

Information

Literacy

SCONUL, 1999


(Sayers, 2006)

Seven

Pillars

Model of

Information

Literacy

SCONUL, 1999

Knowing how to locate

and access information


Seven

Pillars

Model of

Information

Literacy

SCONUL, 1999

(Sayers, 2006)

Knowing how to understand

and use information


Seven

Pillars

Model of

Information

Literacy

SCONUL, 1999

(Sayers, 2006)

“Achieving pillars 1 to 4 is

realistic in the majority of

societies and cultures if the

core skills are included in

the curricula at all levels of

education and

opportunities for lifelong

learning are provided to

adults.”


(Sayers, 2006)

Empowering

Eight (E8)

developed by the

participants at

the International

Workshop on

Information

Skills for

Learning in

Colombo, Sri

Lanka in 2004


(Sayers, 2006)

Empowering

Eight (E8) incorporates eight

components of finding

and using information

learning outcomes are

aimed primarily at

children in schools but

may be adapted for

training adults

recognizes "the

composite culture and

local conditions" in the

countries of Asia


(Sayers, 2006)

“Realistic goals must be set for our

information literacy programs and allowances

made for those Information Intermediary

activities that enable the average citizen to

understand specialized information and

convert it into knowledge." Ana Maria Ramalho Correia


Dubicki (2013). Faculty perceptions of students'

information literacy skills competencies


Direct link between good IL

skills and student’s academic

performance as well as

improved retention rate.


Students possess the ability to

identify and address the information

need, with a competency level of

excellent or good. (Dubicki, 2013)


Students were confident in

their abilities to gather

information.

(ECAR, 2010; McKiel, 2012)


“What information is found is

not important, but the usage of

that information to complete

the assigned task or research

is of great importance.”

(Shantaram, 2012)


(Dubicki, 2013)


Generic Skills

(Dubicki, 2013)

Problem solving

Collaboration and

teamwork

Communication

Critical thinking

http://www.livingpolesapartbipolar.com/wp-content/uploads/2012/07/problem-pic.jpg


Information Skills

(Dubicki, 2013)

Information seeking

Information use

Fluency with information

and communication

technology (ICT)

http://coe.jmu.edu/Strategic_Learning/oldfiles/InfoSeeking/images/seek.jpeg


Values & Beliefs

(Dubicki, 2013)

Using information

wisely and ethically

Social responsibility

and community

participation

http://www.gatewaypublicschools.org/uploaded/Gateway_Middle_School/GMS_Core_Values.jpg


Methods to improve student IL skills

(Dubicki, 2013)

Instruction for foundational classes and upper level skills

building

Elective credit-bearing IL course (one or three credit)

Mandatory IL workshops for all incoming freshmen or

transfer students

Course-specific instruction tailored to research

assignments


Methods to improve student IL skills

(Dubicki, 2013)

Short in-class presentations on research skills

Small group sessions for students having problems with

research papers

Workshops: search engines and Google Scholar, databases,

IL skills-building


(Dubicki, 2013)

Tools to support skills-building

Development of sample

assignments for faculty

use

Creation of online

research guides

(LibGuides)

Online IL manual for

faculty and students

White papers on effective

IL skills

Electronic IL handout for

faculty to post on the

course management

system


(Dubicki, 2013)

Tools to support skills-building

Development of a virtual IL instructional site to include:

Modular tutorials

demonstrating phases

of research

Short video snips for

topics/databases

Real time videos for

remote locations

YouTube presentations

Webinars


Scoring: IL Assessment

Levels Scores

Not-Evident 6-10

Novice 11-14

Proficient 15-19

Advanced 20-24

Add the values of your answers


“To ensure that all

people are well

prepared to seek the

truth so that all may

experience a better

quality of life.” http://www.ifla.org/III/wsis/High-Level-Colloquium.pdf


5 broad strategies

International policy

statements, e.g.

UNESCO's Towards an

Information Literate

Society

Curriculum development

for schools

Professional

development and

training

Development of teaching

and resource materials

Ongoing international

dialogues between IL

researchers and

practitioners


UP Diliman: InfoLit Roadshow

International Forum on Trends and Transformation 2013

[Marina G. Dayrit Lecture Series 2014] InfoSMART: Information Skills for Creatives International Forum on Trends and Transformation 2013

DLSU Libraries: The Green Spine


Meet and Tour @ Library

Skills Teaching

Assignments/Group Activities

Food and Fun @ Library


• Tweet about new materials

• Tweet about legislative issues

that affect your library

• Tweet top links for popular

topics

• Tweet “eResource for the Day”

• Tweet “Best Reference

Questions”

• Rebroadcast local news

• Tweet during programs –

include pictures

• Tweet interesting library facts

“Characteristics of Programs of

Information Literacy that Illustrate

Best Practices”

Approved by the Association of College and Research

Libraries (ACRL) Board in June 2003

Revised in January 2012


Mission Goals &

Objectives Planning

Administrative & Institutional

Support

Articulation with the

Curriculum Collaboration Pedagogy Staffing

Outreach Assessment/

Evaluation


http://www.ala.org/acrl/standards/characteristics

Mission Goals &

Objectives Planning


Support




Evaluation

• Includes a definition of information literacy

• Is consistent with the “ACRL Information

Literacy Competency Standards for Higher

Education”

• Aligns with the library’s mission

statement to correspond with the larger

mission statement of the institution

• Promotes relevant lifelong learning and

professional development


Mission Goals &

Objectives Planning


Support




Evaluation

• Are consistent with the mission, goals, and objectives of the

library and the institution

• Establish measurable outcomes for evaluation of the

program

• Accommodate input from institutional stakeholders

• Clearly present the integration of information literacy across

the curriculum for students’ academic pursuits and effective

lifelong learning [Marina G. Dayrit Lecture Series 2014] InfoSMART: Information Skills for Creatives

Mission Goals &

Objectives Planning


Support




Evaluation

• Articulates and develops mechanisms to implement and/or

adapt components of the best practices

• Addresses current opportunities and challenges

• Is tied to library, institutional, and information technology

planning and budgeting cycles

• Addresses and prioritizes human, technological and financial

resources (both current and projected), taking into account

administrative and institutional support


Mission Goals &

Objectives Planning


Support




Evaluation

• Assigns information literacy leadership

and responsibilities to appropriate

librarians, faculty, and staff

• Incorporates information literacy in the

institution’s mission, strategic plan,

policies, and procedures

• Provides funding to establish and ensure ongoing

support for : teaching facilities, current and

appropriate technologies, appropriate staffing levels,

professional development opportunities


Mission Goals &

Objectives Planning


Support




Evaluation

• Identifies the scope (i.e., depth and

complexity) of competencies to be acquired

on a disciplinary level as well as at the

course level

• Sequences and integrates competencies

throughout a student’s academic career,

progressing in sophistication

• Emphasizes learner-centered learning

• Is formalized and widely disseminated


Mission Goals &

Objectives Planning


Support




Evaluation

• Fosters communication among disciplinary faculty,

librarians, other instructors (e.g., teaching assistants),

administrators, and other staff within the institution

• Communicates effectively with faculty, librarians, other

instructors, administrators, and additional staff members to

gain support for the program within the academic

community


Mission Goals &

Objectives Planning

Administra

tive & Institutional Support

Articulation with the Curriculum

Collaboration Pedagogy Staffing


Evaluation

• Supports diverse approaches to teaching and learning.

• Is suitable to the type of instruction (e.g., one-shot,

dedicated course).

• Takes into account diverse

teaching and learning

styles.

• Incorporates and uses relevant and appropriate

information technology and other media

resources to support pedagogy.


Mission Goals &

Objectives Planning


Support




Evaluation

• Includes librarians, library staff,

administrators, program coordinators,

instructional technologists, as well as

disciplinary faculty, graphic designers,

teaching/learning specialists, and other

program staff as needed.

• Are knowledgeable in

instruction/teaching, curriculum

development, and assessment of student

learning.


Mission Goals &

Objectives Planning


Support




Evaluation

• Clearly define and describe the program and its value to

targeted audiences, including those within and beyond the

specific institution.

• Market the program through the creation and distribution

of publicity materials.

• Identify and reach out to relevant stakeholders and

support groups both within and outside of the institution.


Mission Goals &

Objectives Planning


Support




Evaluation

• Develops a process for program planning, evaluation, and

revision.

• Measures the progress of meeting the program’s goals

and objectives.

• Integrates with course and curriculum assessment,

institutional evaluations and regional/professional

accreditation initiatives.

• Acknowledge differences

in learning and teaching

styles in the outcome

measures.



Rationale

In response to PAASCU recommendation on “creative

awareness about the availability of the user education

program to other research-oriented classes,” the DLSU

Libraries launches its Information Literacy Campaign to

foster the development of information literate students in

pursuit of lifelong learning and to celebrate the Library

and Information Services (LIS) month through exhibit,

interactive games and talk.


Mission

Making Every Lasallian

Student Information Literate


Objectives

To promote the teaching of information literacy as part of

user education program of the DLSU Libraries

To raise awareness on the importance of information

literacy as a vital component of lifelong learning

To make Lasallian students information literate by teaching

them the essential skills of finding and using the right

information in pursuit of academic and research excellence


Expected Outcomes

Increased awareness on the Learning Commons facilities,

printed resources and services

Information literate/skilled students

Well utilized printed resources and online search tools

Increased usage to the subscribed online plagiarism

detection tool (e.g. Turnitin)

Students who are able to correctly cite articles and/or

references using style manuals


Target User Group

Undergraduate students

Graduate students

Faculty

Staff

Administrators


Modules

Module 1 Library Research

Basics and Tour

a 1.5 to 2 hour presentation and tour specifically

designed for new students to introduce the

different libraries and learn the basics of finding

information in each of these libraries.


Modules

Module 2 Subject Database

Searching

a 2-3 hour intensive hands-on practice of using

various subject databases.


Modules

Module 3 Library Basics and

Database Searching

a 2-3 hour lecture and hands-on demonstration

of library research and searching multi-

disciplinary databases.


Modules

Module 4 Specialized

Instructions

a customized, course-related instruction that

focuses on advanced IL skills.


Learning Tools

Lecture and video

presentation

Online help and tutorials

Games

Searchable FAQs

Guides

Hands-on training

Tours

Class discussion

Events


Assessment Tools

Paper-based quiz

Online quiz

Q&A

Turnitin originality reports

Tasks/challenges

Evaluation for librarians


Staffing & Training Librarians handle IL sessions

for undergraduate students

Selected librarians as RIA

Use of online databases, search tools, plagiarism

prevention tool, and citation generators

Effective oral communication

Classroom and behavior management

Effective teaching strategies

Developing teaching and learning tools


Strategic Plan


Roving Information Assistant


Face-to-Face with RIA


Request IL sessions


Are You InfoSMARTer

than a Lasallian student?


Secondary sources will offer the

following except

First hand

information A

Interpretation B

Analysis C

Criticism D

Correct Answer: A


The Internet is considered which of

the following?

Primary source A Secondary

Source B

Both C

Neither D

Correct Answer: C


Which of the following is NOT a

characteristic of a popular source?

Little technical

jargon A

Shorter articles B

Extensive

bibliography C

All of the Above D

Correct Answer: C


Sino ang most authoritative

publisher sa field ng psychology?


Information Literacy across

the curriculum

Reaching more students

Students’ reactions to

sessions in Information

Literacy

Librarians as IL educators


Find the tool

that fits you best!

Be the first

Be the explorer

Be visible Be a

learner


Find the tool

that fits you best!

Find the tool

that fits you best!

Find the tool

that fits you best!

Find the tool

that fits you best!

Marian Ramos-Eclevia [email protected]


Dubicki, E. (2013). Faculty perceptions of student’s information literacy. Journal of

Information Literacy, 7(2), 97-125. http://dx.doi.org/10.11645/7.2.1852

Sayers, R. (2006). Principles of awareness-raising: information literacy , a case study.

Bangkok: UNESCO Bangkok

Shantaram, P. (2012). Challenges in spreading information literacy among students.

Indian Streams Research Journals , 2(11). Retrieved from

http://www.isrj.net/UploadedData/1758.pdf

Wijetunge, P. (2005). Empowering 8: the Information Literacy model developed in Sri

Lanka to underpin changing education paradigms of Sri Lanka. Sri Lankan Journal of

Librarianship and Information Management, 1(1). Retrieved from

http://www.sljol.info/index.php/SLLIM/article/view/430

Images were downloaded from Google Image and Facebook pages of DLSU Manila

University Library, UP Diliman University Library, Nanyang Technological University,

and Rizal Library

InfoSMART: information skills for creatives

Education

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