Saint Paul, Minnesota
Transcript of Saint Paul, Minnesota
Concordia University Saint Paul, Minnesota
This thesis for the Master of Arts in Organizational Management degree
HSV 422 and the ACRL Information Literacy Standards
by
Laurel Forsgren
has been approved by a committee composed of the following members:
____________________________ (Name), Chair ____________________________ (Name), Reader ____________________________ (Date)
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Acknowledgements
I would have never been able to undertake this journey without support from the
following:
Thank you to my Concordia family. You have inspired me to pursue this degree, and
supported me while I was doing it. I am blessed to be surrounded by such enlightened,
caring individuals.
Thank you to my friends. I have missed many social functions and been preoccupied with
studies for quite some time now. I appreciate your patience and encouragement.
Thank you to my fellow cohort members. You introduced me to more perspectives than I
could have imagined. I will truly miss our weekly interactions.
Thank you to my instructors who challenged me to stretch my thinking, motivated me,
and helped me to achieve a goal I am very proud to have accomplished.
And, special thanks to my husband, Rick. We entered this program together as partners,
and I have truly enjoyed learning and growing with you. I believe we can look forward to
a long life of shared learning.
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ABSTRACT
It is predicted that by the year 2020, the body of existing knowledge will double every 73
days. In order to address the societal challenge of the escalating quantity and unclear
quality of information, the Association of College and Research Libraries (ACRL) issued
the Information Literacy Competency Standards for Higher Education. The competencies
consist of five standards and twenty-two performance indicators, which provide a
framework for assessing the information literate individual.
In the 2001-02 Executive Summary of Student Learning and Development, Urban
University (UU) noted,
“Although learning outcomes such as information literacy and technology competency may be addressed in individual courses or programs, they have not been intentionally assessed across colleges, departments, or courses” (Luebke, 2002). This study intentionally assesses whether the UU course, “HSV 422 Information
Literacy”, meets the ACRL Information Literacy Competency Standards for Higher
Education and adequately prepares learners for the current and future information society.
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Table of Contents Chapter One ...............................................................................................................1 Chapter Two...............................................................................................................3 Reports ..................................................................................................6 Research................................................................................................10 Higher Education ..................................................................................14 Chapter Three ............................................................................................................20 Chapter Four ..............................................................................................................43 Chapter Five...............................................................................................................46 References..................................................................................................................49 Appendix A................................................................................................................53 Appendix B ................................................................................................................63
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Chapter One
“Accessing Educational Resources” is a foundational course in selected graduate
programs at UU; however, this course was not offered at the undergraduate level for
human services online programs. Undergraduate alumni entered the graduate program
and expressed that this course would have been helpful to them during their bachelor’s
degree. The rationale for the course at the BA level was quickly substantiated, as many
adult learners expressed concern regarding their “knowledge navigation” skills and
ensuing “information overload”, both professionally and academically.
Consequently, the course, “HSV 422 Information Literacy” was designed by the
author (Appendix A). The course was based loosely upon the existing graduate-level
course and the definition of information literacy set forth by the American Library
Association (ALA). The course continues as a requirement in the criminal justice degree
completion curriculum.
A recent UU report indicated the need for assessment of information literacy-
specific courses, which inspired the author to conduct a comprehensive review of the
literature and to examine the following:
Does HSV 422 address the ACRL information literacy standards? Is a stand-alone
course effective?
What improvements can be made to the current course?
Can a recommendation be made to include HSV 422 in other adult degree
completion programs?
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There are differing views regarding whether information literacy should be a
stand-alone course, integrated into existing curriculum, or both. The author believes adult
learners benefit from a specific course addressing personal bias’ about information,
information navigation, evaluation, and synthesis—information literacy. Information
literacy is not only an academic necessity, but is an expertise essential for survival in the
workplace of the information age. It is not a mere skill set, but a reflective process
involving the examination of one’s assumptions about a given topic, resources available,
and the responsible usage of those resources. As the volume of information continues to
increase exponentially, the information literates will be better prepared to navigate data
and develop wisdom to better inform their decision-making ventures.
The author will examine the available literature regarding information literacy,
and will assess the HSV 422 course based upon the ACRL standards (Appendix B).
Recommendations for course improvements and possible college-wide adoption will be
presented.
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Chapter Two A review of the literature will examine the evolution of information literacy and
the implications for higher education.
Information Literacy and the Information Explosion
The concept of information literacy (IL) emerged in 1974 when Paul Zurkowski
submitted a proposal to the National Commission on Libraries and Information Sciences.
Zurkowski’s characterizations of information literates were, “People trained in the
application of information resources” (p. 6). Over the past twenty years, technology has
evolved, and the amount of available information resources has increased exponentially.
In the 1970 book, Future Shock, Alvin Toffler invented the phrase “Information
Overload” (p. 350) and examined how cognitive over stimulation interferes with our
ability to make decisions effectively. In 1989, Saul Wurman examined the phenomenon
of “Information Anxiety.” He claimed that the weekday edition of The New York Times
contained more information than the average person in 17th-century England was likely
to come across in a lifetime. He believed that information anxiety was a product of the
ever-widening gap between what we understand and what we think we should
understand, and would occur when information does not accurately explain what we want
or need to know (Bruce, 2002).
Adding to the list of related vocabulary, Fortune described the unending
information deluge, combined with the anxiety produced by the disparity between
existing data and knowledge as an “Infobog” (Tetzeli, 1994). Overloaded with
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information, individuals have suffered from a condition identified by British psychologist
Dr. David Lewis, called “information fatigue syndrome”. Ida Silva (cited in Bundy,
1997) stated, “We are awash with information…we are surrounded prodded, consumed
and overwhelmed by it…we are in the midst of an information explosion. And, as in the
nature with explosions, the casualties are mounting up.”
In the keynote address at the Eastern Michigan University Presidential
Inauguration in 2000, Dr. James B Appleberry noted:
Several years ago, it was said that the information available to mankind doubled
every five years, and that by the year 2000, 97% of the information available to
mankind would have been invented or discovered during the lifetime of those
living today. About five years ago, one of our leaders in Washington said that by
the year 2020, information available to mankind would double every 73 days.
More conservative estimates assess that knowledge doubles every three years (Gregorian,
2002).
In addition to growth and accessibility issues, the accuracy of information has
come under scrutiny as “infobubbles” (homogenized and filtered information from one
organization) have emerged, clouding the decision-making process (Burns, 2002).
As the volume and quality of information continues to transform, the required
information retrieval and evaluation skills have changed. “Information literacy” has
surpassed a specific skill-set, and emerged as a vital discipline. This review of the
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literature examines the progression of information literacy, and its implications for higher
education.
Definitions Today, definitions of information literacy have surfaced from the traditional realm
of libraries into business, higher education, and government. Zurkowski’s 1974
description has evolved over the years, both inside and outside the field of library
science. In 1989, the ALA defined IL as specific skill sets:
• Recognize a need for information
• Identify information needed to address a given problem or issue
• Find needed information and evaluating the information
• Organize the information
• Use the information effectively to address the problem or issue at hand (ALA
1989).
Christina Doyle elaborated further on the definition in 1992, adding the following:
• Develops successful search strategies
• Assesses sources of information including computer based and other
technologies
• Evaluates information
• Integrates information into existing body of knowledge
• Use information in critical thinking and problem solving
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Patricia Breivik’s definition builds upon the aforementioned, incorporating the following
competencies:
• Test the validity of information as it remains constant and as it changes from
discipline to discipline
• Place information into various contexts that will ultimately yield its pertinent
meaning
• Remain skeptical about information while discriminating between fact and
truth. (1998).
These definitions reflect a progression from a skill-based competency to a deeper,
critical thinking paradigm.
Information Literacy Reports American Library Association
The foundational event in the development of IL theory was the establishment of the
ALA Presidential Committee on Information Literacy in 1987. The committee’s purpose
was to:
1. To define information literacy within the higher literacies and its importance
to student performance, lifelong learning, and active citizenship;
2. To design one or more models for information literacy development
appropriate to formal and informal learning environments throughout people's
lifetimes; and
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3. To determine implications for the continuing education and development of
teachers (ALA, 1989).
The committee drafted a report, which provided the definition of information
literacy, and emphasized IL as a skill beyond the jurisdiction of library science—IL was a
necessary competence for life, the business world, and democracy (Spitzer, Eisenberg, &
Lowe, 1998).
National Forum on Information Literacy
The National Forum on Information Literacy emerged in 1990 as a response to
the recommendations of the ALA’s Presidential Committee on Information Literacy. This
coalition of over 65 national organizations from business, government and education was
formed to promote the concept of IL as an imperative for the information age. (Spitzer et
al., 1998). IL skills reach farther than mere “technical skills”, as noted in a 1998 progress
report. Chair Patricia Senn Breivik summarized the coalition’s activities, progress, and
offered recommendations for the challenges yet to be met, including:
Forum members--after monitoring America's progress in addressing the issues
raised in the Report of the Information Age--believe that there needs to be a
national re-evaluation of the seemingly exclusive emphasis on and enormous
investments in computers and networks. They believe that the technology alone
will never allow America to reach the potential inherent in the Information Age in
not only its schools but also in its businesses. In fact, they believe that the dreams
of a new and better tomorrow will only begin to be realized when all young
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people graduate into the workforce with strong information literacy skills.
(Breivik, 1998).
American Association of School Libraries
Soon to follow, the American Association of School Libraries (AASL) published
a position statement advocating the importance of information literacy skills based upon a
publication developed by Wisconsin Educational Media Association (Spitzer, et al.). This
position statement focused on resource based learning and acknowledged that to be
prepared for an information-based society, students must learn to think rationally,
creatively solve problems, manage and retrieve information, and communicate
effectively—become information literate. The Information Literacy Standards for
Student Learning (Appendix 2) consists of three categories (information literacy,
independent learning, social responsibility), nine standards, and 29 indicators to describe
the criteria students need to demonstrate to be information literate. (ALA, 1998).
Commission on Higher Education
Up to this point, the focus on IL was primarily in the K-12 environment. In 1994,
the Commission on Higher Education (CHE) became a member of the NFIL and
developed the following accreditation standard on information literacy in 1994:
Each institution should foster optimal use of its learning resources through
strategies designed to help students develop information literacy—the ability to
locate, evaluate and use information in order to become independent learners. It
should encourage the use of a wide range of non-classroom resources for teaching
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and learning. It is essential to have an active and continuing program of library
orientation and instruction in accessing information, developed collaboratively
and supported actively by faculty, librarians, academic deans, and other
information providers. (Spitzer, et al.).
According to the 2003 CHE/MSA accreditation handbook, Information literacy remains a
priority:
Information literacy is vital to all disciplines and to effective teaching and
learning in any institution. Institutions of higher education need to provide
students and instructors with the knowledge, skills, and tools to obtain
information in many formats and media in order to identify, retrieve, and apply
relevant and valid knowledge and information resources to their study, teaching,
or research.
Other accreditation agencies in higher education are incorporating IL as criteria
for accreditation. The Western Association of Schools (WASC) and the Southern
Association of Colleges and Schools (SACS) were reported as key accrediting agencies
concerned with information literacy in the ACRL Information Literacy Standards for
Higher Education. The Higher Learning Commission of the North Central Association of
Colleges and schools includes IL training requirements in the 2003 Restructured
Expectations: A Transitional Workbook.
In a 2002 literature review, Hannalore Rader noted that more than 5000
publications related to library user instruction and information literacy have been
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published and reviewed in the past 30 years (p. 242). Most of the literature reviewed
addressed information literacy in higher education. Rader indicated that evaluation of
information literacy outcomes was minimal, although improvements have been made in
the past decade to research the implementation of information literacy programs.
Information Literacy Research
The focus of most information literacy research has been conducted in the K-12
and library environment; however, current research has emerged beyond the educational
sector, into the workplace and community. While early reports focused on IL definitions
and skills, IL research examines relationships between library skills and student success
(Bruce, 2000), phenomenology (Spitzer, et al.), workplace performance and learning
organizations (Goad, 2002).
Kuhlthau
In the 1980’s, Carol Kuhlthau’s research established the relationship between
library skills and student information success. She conducted 5 studies, consisting of
various qualitative methods on high school seniors, including a longitudinal study five
years later. Patterns emerged from the study, and Kuhlthau developed a seven-stage
Information Seeking model, The Process of Learning From Information (figure 1)
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Figure 1 (Kuhlthau, 1988).
Big6
Drawing from Kuhlthau’s model, Eisenberg and Berkowitz developed the Big6
Skills for Information Problem Solving Model in 1988. Although their model was
developed mainly through experience and reflection, the researchers conducted
interviews to assess problem-solving behavior, and found that many people used the Big6
strategy naturally. The Big6 model consists of the following:
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation (Eisenberg, 1997).
Delphi Study
In 1994, the NFIL commissioned the Delphi Study that further developed the
definition of information literacy. The research design was a Delphi technique, which is
an approach that requires several rounds of communication among participants to reach a
consensus (Doyle, 1996). Christina Doyle organized a diverse panel of experts, who
came to an agreement regarding common attributes of an information literate person and
characteristics of learners in general. The study identified a need to shift the emphasis
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from teaching students information seeking skills to facilitating higher-order skills of
analysis, synthesis, and evaluation of information.
Seven Faces of IL
In 1997, IL research progressed from K-12 to higher education, as Christine
Bruce, an Australian researcher, focused on conceptions of information literacy in higher
education. As one of the first IL studies in higher education, Bruce laid the foundation for
further research and inquiry by universities worldwide. In a phenomenographic study,
Bruce surveyed higher educators regarding perceptions of their own information literacy,
and found seven similar trends from the study. These seven “faces” are as follows:
Category one: The information technology conception: Information literacy is
seen as using information technology for information retrieval and
communication.
Category two: The information sources conception: Information literacy is
seen as finding information located in information sources.
Category three: The information process conception: Information literacy is
seen as executing a process.
Category four: The information control conception: Information literacy is
seen as controlling information.
Category five: The knowledge construction conception: Information literacy is
seen as building up a personal knowledge base in a new area of interest.
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Category six: The knowledge extension conception: Information literacy is
seen as working with knowledge and personal perspectives adopted in such a
way that novel insights are gained.
Category seven: The wisdom conception: Information literacy is seen as using
information wisely for the benefit of others (Bruce, 1997).
SCANS
During the 1990’s, the Secretary’s’ Commission on Achieving Necessary Skills
(SCANS) was formed by Secretary of Labor Elizabeth Dole. The goal of the 1991
SCANS report was to offer suggestions for educators and students to address the
challenges required for success in modern work context. (SCANS, 1991). The report
concluded that information literacy was one of the five essential job competencies for job
performance. These findings bridged the gap between IL in the school and workplace,
and opened a dialog between employers and educators. Although the commission
completed its work in 1992, its findings and recommendations continue to be a beneficial
resource for educators and organizations. Today, the SCANS portion of the U.S.
Department of Labor Employment & Training Administration website provides updated
information for individuals and organizations involved in education and workforce
development.
IL in the workplace
The SCANS report has inspired other studies related to IL skills in the workplace.
According to Julie Oman, an Outsell study discovered that employees spend an average
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of 9.5 hours a week obtaining, reviewing and analyzing information. In 1997 it was
reported that “20 percent of all jobs will be unfilled unless many of today’s workers are
retrained to be knowledge workers…whose main value to their employers is to gather,
analyze, and disseminate information in such knowledge based industries as computers,
medical care, communications and instrumentation” (Penton Publishing Inc. 1997).
Oman believes the skills taught in today’s K-12 or higher education arenas do not
adequately prepare workers for the lifelong learning requirements associated with
constant technological and information changes.
Information Literacy in Higher Education
Standards
In 2000, The ACRL developed the “Information Literacy Competency Standards
for Higher Education”. The American Association of Higher Education (AAHE) has
endorsed these standards (Ragains, 2001). Currently, one cannot assume that college
students have any entry-level information literacy related competencies, as statewide
educational standards for K-12 were not put into place until the late 1990’s or 2000.
(Ragains, 2001). The ACRL recognized the importance of IL in the contemporary
environment of rapid technological change and proliferating information resources, and
identified IL as the basis for lifelong learning, common to all disciplines (ACRL, 2000).
These standards, along with 22 performance indicators help to bridge the gap between
information literacy, education, and the work force. The standards set by the ACRL
provide a framework for assessing the information literate individual and extends the
work of the ALA’s K-12 studies into the realm of higher education. These guidelines do
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not attempt to define IL, but rather identify best practices of IL programming through
assessment of various programs (ALA, 2003). The standards are as follows:
1. The information literate student determines the nature and extent of the
information needed.
2. The information literate student accesses needed information effectively
and efficiently.
3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system.
4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose
5. The information literate student understands many of the economic, legal
and social issues surrounding the use of information and accesses and uses
information ethically and legally (Appendix 2).
Each standard incorporates different levels of performance indicators associated
with each outcome based upon Bloom’s Taxonomy of “higher order” and “lower order”
thinking skills. (ACRL, 2000). The report emphasized that in order to implement the
standards fully, an institution should “first review its mission and education goals and
determine how information literacy would improve learning and enhance the institution’s
effectiveness”. Today, the ACRL's "Institute for Information Literacy" has initiated a
best practices project to articulate the criteria that describe successful information literacy
programs and identify exemplary models (Dupuis, 2001).
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Implementation
In light of the existing research and reports, many institutions of higher education
have implemented successful information literacy programs. One of the most
comprehensive IL programs was developed at the University of Texas at Austin (UT).
The goals were ambitious: To ensure that first-year students grasped basic research
concepts, to best use librarians' expertise when in the classroom, and to provide basic
information literacy skills accessible anytime and anywhere.
The result was an online tutorial, TILT (Texas Information Literacy Tutorial,
http://tilt.lib.utsystem.edu). TILT includes an introduction and three modules addressing
specific aspects information literacy, including selecting appropriate information sources;
methodical and efficient searching of library databases and the Internet; and how to
evaluate and cite information (Dupuis, 2001). The TILT tutorial is widely recognized by
web developers, educators, and librarians, and it has received national honors such as the
ACRL Instruction Section Innovation in Instruction Award in 2000 and SXSW Best
Educational Site Award in 1999. Over the past three years hundreds of high schools,
colleges, and universities have contacted UT about using TILT within their programs.
(Dupuis, 2001).
In 2000, the University of Nevada, Reno took on an IL pilot project involving 315
students and 5 faculty. The underlying philosophies behind the project were grounded in
the ACRL Competency Standards. Five core curricular components (three sections of
composition and two sections of western traditions) were reviewed according to the
ACRL standards (Ragains, 2001).
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The project encouraged faculty to enhance their teaching through information
technology, library collections and services. The project also emphasized the critical
analysis of online information. Students participated in an optional survey at the end of
the pilot, and each instructor received an exit interview. Upon completion of the pilot
study, recommendations were offered to diffuse information literacy concepts throughout
the university curriculum. Barriers impeding the acceptance of information literacy were
identified.
Australia has aggressively pursued IL as a foundation for learning and is clearly a
global leader in IL research. According to Dr. Alan Bundy, University Librarian at the
University of South Australia, “what is clearly needed to accelerate interest in
information literacy by teachers at all levels of education is tangibility and proof that it
makes a difference to short and long term learning outcomes.”(Bundy, 1998). In other
words, more IL research is necessary. Australia clearly leads the way, hosting several
national information literacy conferences since 1997, and Australian authors have
published a multitude of white papers, journal articles and books. One of the most
comprehensive information literacy programs was developed at Griffith University in
Queensland, Australia. This plan included three strategies targeted at staff development,
curricular development and extra curricular education (figure 2).
Information Literacy EnhancementCORE strategy
Curriculum Development Strategy(Targetting Students enrolled in academic
programs)
Extra Curricular Education Strategy(Targeting students in the wider
community
Staff DevelopmentStrategy (Targeting
Academic and GeneralStaff)
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Figure 2 (Breivik, 1998).
A common conclusion resulted from each initiative. In order for an IL program to
be effective, library/faculty collaboration, support from administration and faculty
commitment are crucial. The acceptance of IL can be a long-term process (Ragains,
2001).
Challenges
Not all information literacy initiatives in higher education have been successful,
nor is information literacy widely accepted as a genuine branch of learning. North Dakota
State University invited local employers of their graduates in the areas of business and
engineering to meet with NDSU faculty and librarians to discuss their current information
needs. Curriculum was developed based upon the type of information management skills
that would be useful on the job. Unfortunately, a change in administration brought the
project to a halt (Breivik, 1998). Kim Long (cited in Bundy, 1997), proclaimed
information literacy as a “faddish, upcoming, new buzzword”. Additionally, James
Marcum has questioned the underlying learning premises of IL, specifically; IL is too
broadly defined, reaches too far, and does not address the transformation of information
to knowledge (2002). The term “Information Literacy” itself has been debated—some
institutions prefer “Information Competency”, “Informatics”, (Breivik, 1998), or
“Information Fluency” (Zhang, 2002). Others have concluded that society is evolving so
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rapidly, causing continual changes in defining information literacy and there is little point
in trying to pin down an explicit definition (Adler, 1998).
Conclusion
As information and technology continue to evolve, so does the development of
information literacy—in effect, a lifelong learning pursuit (Candy, 2002). Facilitating an
information literacy program in higher education requires a mental shift on the part of
administration, students, and faculty (Breivik, 1998). Information literacy is less about a
library issue, and more about learning how to learn. No matter how thorough students’
initial education may be, they will need to learn new information and skills throughout
their careers (Adler, 1999). Specific literacies (media, library, computer, internet,
technology) focus on learning about things—Breivik believes information literacy
focuses on “peoples empowerment for success in today’s information rich
society”(Adler, 1999). “In this next century, an ‘educated’ graduate will no longer be
defined as one who has absorbed a certain body of factual information, but as one who
knows how to find, evaluate, and apply needed information” (Breivik, 1998, p.2).
Although IL research is still in its infancy, significant progress and a growing global
interest will undoubtedly inspire further inquiry well into the information age.
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Chapter Three
Methods
The literature review indicated the ACRL standards (Appendix B) were the
preferred criterion for identifying best practices and evaluating an information literacy
initiative. Each standard includes a specific indicator and outcome. Equipped with these
standards and through a qualitative analysis, the author examined the specific activities
incorporated in the HSV 422 course to determine which ACRL standards the course
addressed (table 1). The standards, indicators and outcomes were listed with existing
HSV 422 course competencies using a design based upon a course matrix created by
Urban University Professor Laurie Ollhoff. It is important to note, the HSV 422 course
was originally developed without a comprehensive review of the ACRL standards.
Table 1
Standards Performance
Indicator
Outcomes HSV 422
Competencies
1. The
information
literate student
determines the
nature and extent
of the
information
1. The IL student
defines and
articulates the
need for
information
a) Confers with instructors
and participates in class
discussions, peer work
groups and electronic
discussions to identify
research topic or other
information needed
Week 1: Submit
research question
Week 2: BB
Question #3
Week 2 Chat:
Discuss research
question ideas
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b) Develops a thesis
statement and formulates
questions based on the
information needed
Week 2
assignment: Submit
research question
Week 2 reading:
http://oasis.sfsu.edu
/chapters/Ch1/
Week 3
assignment:
Keyword worksheet
c)Explores general
information sources to
increase familiarity with
the topic
Week 1:
Familiarization
with databases
Week 1: Read
database
descriptions
Week 2: BB
Question #4
needed
d)Defines or modifies the
information need to
achieve a manageable
focus
Week 3
assignment:
Keyword worksheet
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e) Identifies key concepts
and terms that describe the
information need
Week 3
assignment:
Keyword worksheet
Week 3 chat:
Keyword
“jeopardy”
f) Recognizes that existing
information can be
combined with original
thought, experimentation,
and/or analysis to produce
new information
Week 2 chat: The
“landscape” of
information
2. The IL student
identifies a variety
of types and
formats of
potential sources
for information
a)Knows how information
is formally and informally
produced, organized, and
disseminated
Week 1: TILT
Intro
Week 2: TILT
Module 1
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b)Recognizes that
knowledge can be
organized into disciplines
that influence the way
information is accessed
Week 2: TILT
Module 2
c)Identifies the value and
differences of potential
resources in a variety of
formats (e.g., multimedia,
database, website, data set
audio/visual, book)
Week 1: BB
Question #2
d)Identifies the purpose
and audience of potential
resources (e.g., popular vs.
scholarly, current vs.
historical)
Week 1 Lecture:
Distinguishing
scholarly journals
from other
periodicals
e)Differentiates between
primary and secondary
sources, recognizing how
their use and importance
vary with each discipline
Week 1 Lecture:
Distinguishing
scholarly journals
from other
periodicals
Week 1 Chat
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f)Realizes that information
may need to be
constructed with raw data
from primary sources
Week 1 Chat
a)Determines the
availability of needed
information and makes
decisions on broadening
the information seeking
process beyond local
resources.
Week 1: BB
Question #2
b)Considers the feasibility
of acquiring a new
language or skill in order
to gather needed
information and to
understand its context
3. The IL student
considers the costs
and benefits of
acquiring the
needed
information
c)Defines a realistic
overall plan and timeline
to acquire the needed
information
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a)Identifies appropriate
investigative methods
Week 2: Finding
Information
Reading
Week 2 Lecture
Week 3: TILT
module 2
b)Investigates benefits and
applicability of various
investigative methods
Week 2: Finding
Information
Reading
Week 2 Lecture
c)Investigates the scope,
content, and organization
of the information
retrieval systems
Week 2: Finding
Information
Reading
Week 2 Lecture
Week 2: Library
database review
2. The IL student
accesses needed
information
effectively and
efficiently
1. The IL student
selects the most
appropriate
investigative
methods or
information
retrieval systems
for accessing the
needed
information
d)Selects efficient and
effective approaches for
accessing the information
needed from the
Week 2: Finding
Information
Reading
Week 2 Lecture
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investigative method or
information retrieval
system
Week 3: BB
question 5 & 6
a)Develops a research plan
appropriate to the
investigative method
b)Identifies keywords,
synonyms and related
terms for the information
needed
Week 3: Bias
inventory/keyword
worksheet
c)Selects controlled
vocabulary specific to the
discipline or information
retrieval source
Week 3: Bias
inventory/keyword
worksheet
d)Constructs a search
strategy using appropriate
commands for the
information retrieval
system selected (Boolean,
etc.)
Week 3: Bias
inventory/keyword
worksheet
Week 3: BB
Question 5 & 6
2. The IL student
constructs and
implements
effectively
designed search
strategies
e)Implements the search
strategy in various
Week 3: Bias
inventory/keyword
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information retrieval
systems using different
interfaces and search
engines, with different
command languages,
protocols and search
parameters
worksheet
Week 3: BB
Question 5 & 6
f)Implements the search
using investigative
protocols appropriate to
the discipline
Week 3: Bias
inventory/keyword
worksheet
Week 3 Chat
(Keyword
Jeopardy)
a)Uses various search
systems to retrieve
information in a variety of
formats
Week 4: Reference
list (variety
required)
3. The IL student
retrieves
information online
or in person using
a variety of
methods
b)Uses various
classification schemes and
other systems (e.g. call
number systems or
indexes) to locate
Week 1: TILT
module 1
28
resources within the
library or to identify
specific sites for physical
exploration
c)Uses specialized online
or in person resources
available at the institution
to retrieve information
needed
Week 4: Reference
list (variety
required)
d)Uses surveys, letters,
interviews, and other
forms of inquiry to
retrieve primary
information
4. The IL student
refines the search
strategy if
necessary
a)Assesses the quantity,
quality, and relevance of
the search results to
determine whether
alternative information
retrieval systems or
investigative methods
should be utilized
Week 3: Bias
inventory/keyword
worksheet
29
b)Identifies gaps in the
information retrieved and
determines if the search
strategy should be revised
Week 3: Bias
inventory/keyword
worksheet
c)Repeats the search using
the revised strategy as
necessary
Week 3: Bias
inventory/keyword
worksheet
a)Selects among various
technologies the most
appropriate one for the
task of extracting the
needed information
Week 2: Tilt
Module 2
b)Creates a system for
organizing the information
Week 5 Lecture:
Categorizing
strategies
Week 5 Chat:
Organizing
information
5. The IL student
extracts, records
and manages with
information and its
sources
c)Differentiates between
the types of sources cited
and understands the
Week 4 Lecture:
APA
Week 5 reading:
30
elements and correct
syntax of a citation for a
wide range or resources
Writers Reference
390-95
d)Records all pertinent
citation information for
future reference
Week 5
assignment:
Reference list
d)Uses various
technologies to manage
the information selected
and organized
Throughout—BB;
word processor
a)Reads the text and
selects the main ideas
Week 5: Summary
References/reflectio
n
b)Restates textual
concepts in his/her own
words and selects data
accurately
Week 5: Summary
References/reflectio
n
3. The IL student
evaluates
information and
its sources
critically and
incorporates
selected
information into
his or her
knowledge base
and value system
1. The IL student
summarizes the
main ideas to be
extracted from the
information
gathered
c)Identifies verbatim
material that can be then
appropriately quoted
Week 5: Summary
References/
reflection
31
Week 5 reading:
Writer’s reference
390-95
a)Examines and compares
information from various
sources in order to
evaluate reliability,
validity, accuracy,
authority, timeliness, and
point of view or bias
Week 4 reading:
Writer’s reference
396-407
Week 4: TILT
Module 3
Week 4 BB
Questions 7 & 8
Week 4 reading:
Oasis Ch 5
Week 2 reading:
Finding
Information
b)Analyzes the structure
and logic of supporting
arguments or methods
Week 5: Summary
References/
reflection
2. The IL student
articulates and
applies internal
criteria for
evaluating both
the information
and its sources
c)Recognizes prejudice,
deception or manipulation
Week 3: Bias
inventory/keyword
worksheet
32
d)Recognizes the cultural,
physical, or other context
within with the
information was created
and understands the
impact on the context on
interpreting the
information.
Week 4 chat
a)Recognizes
interrelationships among
concepts and combines
them into potentially
useful primary statements
with supporting evidence
3. The IL student
synthesizes main
ideas to construct
new concepts
b)Extends initial synthesis,
when possible, at a higher
Week 5 chat
33
level of abstraction to
construct new hypothesis
that may require additional
information
c)Utilizes computer and
other technologies for
studying the interaction of
ideas and other
phenomena
Throughout course
a)Determines whether
information satisfies the
research or other
information need
Week 5: Summary
References/
reflection
b)Uses consciously
selected criteria to
determine whether the
information contradicts or
verifies information used
from other sources
Week 5: Summary
References/
reflection
4. The IL student
compares new
knowledge with
prior knowledge to
determine the
value added,
contradictions, or
other unique
characteristics of
the information
c)Draws conclusions upon
information gathered
Week 5: Summary
References/
reflection
34
Week 5 BB
Question #9
Week 5 Lecture:
Christopher Burns
d)Tests theories with
discipline appropriate
techniques
e)Determines probably
accuracy by questioning
the source of the data, the
limitations of the
information gathering
tools or strategies, and the
reasonableness of the
conclusions
Week 5: Summary
References/
reflection
Week 5 chat
Week 5 Lecture:
Christopher Burns
f)Integrates new
information with previous
information or knowledge
Week 5: Summary
References/
reflection
Week 5 chat
35
g)Selects information that
provides evidence for the
topic
Week 5: Reference
list
a)Investigates differing
viewpoints encountered in
the literature
Week 3: Bias
inventory/keyword
worksheet
Week 3 Chat: Bias
in searches
Week 5
assignment:
Summary of
references
5. The IL student
determines
whether new
knowledge has an
impact on the
individual’s value
system and takes
steps to reconcile
differences.
b)Determines whether to
incorporate or reject
viewpoints encountered
Week 5: Summary
References/
reflection
a)Participates in classroom
and other discussions
All weeks
6. The IL student
validates
understanding and
interpretation of
the information
through discourse
b)Participates in class-
sponsored electronic
communication forums
designed to encourage
All weeks
36
discourse on the topic with other
individuals,
subject-area
experts, and/or
practitioners
c)Seeks expert opinion
through a variety of
mechanisms
Week 5: Reference
list
a)Determines if original
information need has been
satisfied or if additional
information is needed
Week 5: Summary
References
/reflection
b)Reviews search strategy
and incorporates
additional concepts as
necessary
Week 3: Bias
inventory/keyword
worksheet
Week 5: BB
Question #10
7. The IL student
determines
whether the initial
query should be
revised
c)Reviews information
retrieval sources used and
expands to include others
as needed
Week 3: Bias
inventory/keyword
worksheet
37
a)Organizes the content in
a manner that supports the
purposes and format of the
product or performance
Week 5: Summary
of References/
reflection
b)Articulates knowledge
and skills transferred from
prior experiences to
planning and creating the
product or performance
Week 5: Question
#10
c)Integrates the new and
prior information
including quotations and
paraphrasing, in a manner
that supports the purposes
of the product or
performance
Week 5: Summary
of References/
reflection
4. The IL
student,
individually or as
a member of a
group, uses
information
effectively to
accomplish a
specific purpose
1. The IL student
applies new and
prior information
to the planning
and creation of a
particular product
or performance
d)Manipulates digital text,
images, and data, as
needed, transferring them
from their original
locations and formats to a
new context
Throughout course
38
a)Maintains a journal or
log of activities related to
information seeking,
evaluating, and
communicating process
Week 1: BB
Question 1&2
Week 5: BB
Question #10
Week 5: Course
Synthesis Matrix
2. The IL student
revises the
development
process for the
product or
performance
b)Reflects on past
successes, failures, and
alternative strategies
Week 5: BB
Question #10
Week 5: Course
Synthesis Matrix
a)Chooses a
communication medium
and format that best
supports the purposes of
the product or
performance and intended
audience
Throughout course
3. The IL student
communicates the
product or
performance
effectively to
others
b)Uses a range of
information technology
applications in creating the
product or performance
Throughout course
39
c)Incorporates principles
of design and
communication
Throughout course
d)Communicates clearly
and with a style that
supports the purposes of
the intended audience
Throughout course
a)Identifies and discusses
issues related to privacy
and security in both the
print and electronic
environments
Week 5 Lecture:
Information
Stewardship
b)Identifies and discusses
issues related to free vs.
fee based access to
information
Week 1: TILT
module 1
5. The IL student
understands
many of the
economic, legal,
and social issues
surrounding the
use of
information and
accesses and
uses information
ethically and
legally
1. The IL student
understands many
of the ethical,
legal, and
socioeconomic
issues surrounding
information and
information
technology
c)Identifies and discusses
issues related to
censorship and freedom of
speech
Week 1: TILT
module 1
40
d)Demonstrates an
understanding of
intellectual property,
copyright, and fair use of
copyrighted material.
a)Participates in electronic
discussions following
accepted practices
Throughout course
b)Uses approved
passwords and other forms
of ID for access to
information resources
Throughout course
c)Complies with
institutional policies on
access to information
resources
Throughout course
d)Preserves the integrity
of information resources,
equipment, systems and
facilities
Throughout course
2. The IL student
follows laws,
regulations,
institutional
policies, and
etiquette related to
the access and use
of information
resources
e)Legally obtains, stores,
and disseminates text, etc.
Throughout course
41
f)Demonstrates an
understanding of what
constitutes plagiarism and
does not represent work
attributable to others as
his/her own
Week 5 reading:
Writer’s reference
390-95
g)Demonstrates an
understanding of
institutional polices
related to human subjects
research
a)Selects an appropriate
documentation style and
uses it consistently to cite
sources
Week 4 lecture:
APA
Week 5 reading:
Writer’s reference
383-386
3. The IL student
acknowledges the
use of information
sources in
communicating
the product or
performance
b)Posts permission
granted notices, as needed,
for copyrighted material
Week 4 lecture:
APA
Week 5 reading:
Writer’s reference
383-386
42
Constraints
Instead of questioning students directly, the author examined course activities
which address the ACRL suggested student outcomes. A potential limitation, the ACRL
competency standards provide a framework of best practices, but may not fully
encompass the discipline of IL. The author may have related course activities to
outcomes in a different manner than a student or colleague. Additionally, specific
student feedback regarding the course could provide more in depth information regarding
the effectiveness of the course related to ACRL outcomes.
43
Chapter Four Findings The author wanted to know what (if any) ACRL standards were addressed in the
HSV 422 course. If certain areas were lacking, the author could later investigate methods
in which to incorporate all standards into the course, if desired.
Initially, course objectives were examined in relation to the ACRL standards. It
was evident the course objectives did not adequately reflect the breadth of the course. As
a result, course activities were assigned to specific outcomes. The majority of the course
activities addressed the ACRL standards; however, a few areas were not addressed in the
HSV 422 course (table 2).
Table 2
Standards Performance Indicator Outcomes b)Considers the feasibility of
acquiring a new language or skill
in order to gather needed
information and to understand its
context
1. The information
literate student
determines the nature
and extent of the
information needed
3. The IL student considers
the costs and benefits of
acquiring the needed
information
c)Defines a realistic overall plan
and timeline to acquire the
needed information
2. The IL student
accesses needed
2. The IL student
constructs and implements
a)Develops a research plan
appropriate to the investigative
44
information effectively
and efficiently
effectively designed search
strategies
method
3. The IL student retrieves
information online or in
person using a variety of
methods
d)Uses surveys, letters,
interviews, and other forms of
inquiry to retrieve primary
information
3. The IL student
evaluates information
and its sources
critically and
incorporates selected
information into his or
her knowledge base
and value system
3. The IL student
synthesizes main ideas to
construct new concepts
a)Recognizes interrelationships
among concepts and combines
them into potentially useful
primary statements with
supporting evidence
4. The IL student compares
new knowledge with prior
knowledge to determine
the value added,
contradictions, or other
unique characteristics of
the information
d)Tests theories with discipline
appropriate techniques
45
5. The IL student
understands many of
the economic, legal,
and social issues
surrounding the use of
information and
accesses and uses
information ethically
and legally
1. The IL student
understands many of the
ethical, legal, and
socioeconomic issues
surrounding information
and information
technology
d)Demonstrates an
understanding of intellectual
property, copyright, and fair use
of copyrighted material.
2. The IL student follows
laws, regulations,
institutional policies, and
etiquette related to the
access and use of
information resources
g)Demonstrates an
understanding of institutional
polices related to human subjects
research
In the author’s opinion, the HSV 422 course does not appear to include activities,
discussions, or assignments that address eight outcomes (above). Some areas could
easily be addressed with supplemental readings; however, the confines of the course do
not allow much freedom for students to create a research plan or timeline. Possible
additions to the course will be addressed in chapter five.
46
Chapter Five
Conclusions and recommendations
The information age is radically changing the role of higher education. Today’s
learners have moved from the industrial age to the information age, where ideas and
information drive the new global economy, which is the quintessence of lifelong learning.
(Rowley, 1998). In order to remain competitive and provide learners with tools for the
workplace, it is the author’s opinion that the developing IL skills in all learners should be
a priority for Urban University. Recently, the Middle States region introduced IL
standards for accreditation in an institutional self-study. UU is approaching re-
accreditation by the Higher Learning Commission and an IL initiative would undoubtedly
illustrate UU’s alignment to its vision to be an exemplary university (CSP, 2004).
Howard Simmons (cited in Institute for Information Literacy, 2004) the former Executive
Director of the Middle States Commission, highlighted the significance of information
literacy in higher education when he wrote:
Information literacy must be seen as a concept inextricably connected to the
improvement of the undergraduate curriculum—and not just a “hobbyhorse” of
librarians and eccentric accrediting officials like me. In my judgment, information
literacy—when it is narrowly conceived—will continue to be viewed by some as
a peripheral activity unless it is an integral component of the teaching and
learning process. Broadly construed, information literacy should be seen as a
strategy for improving a student’s ability to learn how to learn.
47
The course, HSV 422, is just one small step toward facilitating IL. Further
research of IL best practices on a University-wide basis needs to be explored. Several
different models for IL initiatives exist—many focus upon library staff instruction and
faculty partnerships. It is the author’s opinion that the HSV 422 course provides a
starting point to introduce the IL concept to adult learners. The success of HSV 422
could give precedent to introduce the course in other programs, and would open the doors
to explore a program-wide (rather than a stand-alone course) initiative.
Most research of IL in higher education has focused upon education in a more
“traditional” pedagogy. Further research on this topic as it relates to adult learners is
necessary. Although anecdotal evidence gathered by the author indicates that a course in
IL is beneficial to adult students, future research should include assessing adult learners’
IL skills throughout their degree completion program, in their workplace and beyond.
Although the ACRL standards are seen as the criteria for identifying IL best
practices, the author believes the prerequisite skills of reflection and identification of
personal bias is not well articulated in the current standards and deems further research as
well. The ACRL standards seem to suggest that IL skills need only include information to
support a topic, however, the author believes it is imperative to investigate the
“landscape” (Ollhoff, 2002) of a given topic, as one is likely to overlook pertinent
information if the focus is solely upon supporting one’s viewpoint. This can lead to the
“infobubble” syndrome (Burns, 2002), hindering the decision-making process.
The application of the ACRL standards to HSV 422 was insightful. Suggestions
for enhancement of the course include:
48
Rewrite course objectives to better reflect ACRL standards and course activities
Incorporate more flexibility in the final assignment to include different research
methods—such as creating new, primary information and specific research
“plans”
Add a “timeline” component—journaling, reflecting, outlining
Review human subjects policy
Provide resources regarding intellectual property
Eventually move from a stand-alone course to an Information-Literacy based
curriculum (although the stand-alone course will be necessary for several years to
get adult learners “up to speed” with their younger counterparts who have been
introduced to such programs as Big6 in the 1990’s)
As a result of this study, the author intends to present the HSV 422 course as a
possible offering for other adult degree programs, and intends to become involved in
“Information Fluency” roundtable discussions at Urban University. If given the
opportunity, the author would like to explore an IL “pilot program” within the Criminal
Justice Department at UU.
49
References
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n_Literacy.htm
Appleberry, J. (2000). Keynote address presented at the EMU presidential inauguration.
Retrieved July 1, 2003 from http://www.emich.edu/public/public_information/
releases/appleberry.html
Association of College and Research Libraries (2000). Information literacy competency
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Bruce, B. (2002). Information overload: Threat or opportunity? Journal of Adolescent
and Adult Literacy, 45(5), 400-408. Retrieved July 4, 2003 from InfoTrac
Expanded Academic Database.
Bruce, C. (2000). Information literacy research: Dimensions of the emerging collective
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Bundy, A. (1998). Information literacy: The key competency for the 21st century. Paper
presented at the annual conference of the International Association of
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Breivik, P. (1998). Student learning in the information age. Phoenix, AZ:Oryx Press.
Bruce, C. (1997). Seven faces of information literacy in higher education. Retrieved July
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Burns, C. (2002). Information literacy: The second stage. Transcript of speech presented
at National Forum on Information Literacy, Washington, D.C. Retrieved June 20,
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Candy, P. (2002). Information literacy and lifelong learning. White paper prepared for
UNESCO, the U.S. National Commission on Libraries and Information Science,
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Goad, T. (2002). Information literacy and workplace performance. Westport, CT:
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53
Appendix A
HSV 422 INFORMATION LITERACY SYLLABUS
Urban University, a university of the Lutheran Church - Missouri Synod, is to prepare students for thoughtful and informed living, for dedicated service to God and humankind, and for the enlightened care of God’s creation, all within the context of the Christian Gospel.
The vision of Urban University is to be an exemplary Christian university. COURSE DESCRIPTION This course will introduce you to the lifelong skill of information literacy, which includes various techniques to find information in print, on the Internet, and various library databases. Additionally, you will learn techniques to assess and organize information that you locate, and to critically evaluate and synthesize information. Three credits. CHATS & COMMUNICATION
• Class chat time is Tuesday--6:30-7:15 pm Central, chit-chat anytime prior to 6:30, or after 7:15
• E-mails will be answered by instructors within 24 hours of receipt. • Instructor will participate in bulletin board discussion regularly; our final
replies for the week will be posted on Monday. Chat dates: May 25, June 1, 8, 15, 22
COURSE OBJECTIVES 1. To locate, evaluate, manage, and use information in a range of contexts 2. To become familiar with a variety of databases, and Internet search engines. 3. To exercise searching strategies in a variety of academic and library databases. 4. To become familiar with Internet search engines and the strategies for effective
searching. 5. To evaluate information (internet sites, articles, etc) and assess their level of
scholarship. 6. To become familiar with the skills necessary for citing print and non-print
literature in APA format. 7. To identify information literacy as a lifelong skill STUDENT GOALS AND OBJECTIVES This course is grounded in the principles and practices of adult learning. The instructional model is to be collaborative, making use of student experiences to enrich and enliven class discussion. Knowledge will be constructed in the dialog between experience,
54
reflection, and theory. Part of the class process will be a deliberate effort to incorporate student goals and objectives into the course. Please e-mail at least two goals to the instructors by May 24. These include: 1. 2. UNITS Unit 1: What is Information Literacy? Unit 2: What is your question? Unit 3: Using Keywords: Database and Internet search strategies Unit 4: Assessing level of scholarship Unit 5: Synthesis of information and Information stewardship:: Putting it all together Chat dates for course: May 25, June 1, 8, 15, 22 Bulletin board questions are in BLUE Assignments are in RED
Reading is in BOLD BLACK
Other Activities are in GREEN Chat is in plain black LEARNING ACTIVITIES AGENDA Week 1: May 19-25 What is Information Literacy? • Print and Read Syllabus May 19 • Review the FAQ (Frequently Asked Questions) lecture • Read lecture: Information Literacy • Read lecture: Distinguishing scholarly journals from other periodicals • Read “Finding Information” booklet pg. 1-8 (intro) • Read “A Writer's Reference” pg 295-325 (you'll use this info more in week 2) • Skim lecture: Virtual Library Databases (you will reference this throughout
the course) Review by May 25 before chat • Bulletin Board Question #1: How has the volume of information impacted
society? How has it impacted you personally/professionally? First postings to instructor due: May 23; final replies to each other May 25
• Bulletin Board Question #2: What strategies do you currently use to find information? Do you use the internet? How? Where do you usually turn first, and what do you find to be the most reliable? First postings to instructor due: May 23; final replies to each other May 25
55
• Complete TILT Intro and module 1 at: http://tilt.lib.utsystem.edu/nf/intro/internet.htm (you don’t need to complete the quiz) complete by May 24
• Visit the Concordia Virtual Library and spend at least one hour to “check out” the databases by May 24. This will save you time in future weeks!!
• Submit your goals for the course. Due before chat: May 24 • Chat May 25: Why this course? Where do you find information? What
information do you need now? What kind of information will you need in the future? How will you find it? Do you suffer from information overload?
Week 2: May 26-June 1 What is your question? • Read: Finding Information booklet p. 9-27 • Read: OASIS Chapter 1: Defining a Research Topic and Determining the
Information Requirements at: http://oasis.sfsu.edu/chapters/Ch1/ As you read this information, try to think in terms that span beyond writing papers for classes. Researching a topic can include non-academic questions, like “how do I relocate and buy a home?”, or “what are my ancestral roots?” Read sometime before chat
• Read: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/BeyondWeb.html (note which items are appropriate starting points for researching your question?) Read before chat
• Read lecture: Database Overview (note which items are appropriate starting points for researching your question?)
• Check out the titles of electronic journals available in the CSP library at: http://www.csp.edu/virtuallibrary/ss_index.htm (You’ll need to click on each letter in the alphabet to see the listings). Note which ones may be useful to you as you begin researching your topic.
• Check out the Web Resources from the library at: http://www.csp.edu/virtuallibrary/web_resources.htm Note: there is a “criminal justice” link down the page—Note which website may be useful to you as you begin researching your topic.
• Bulletin Board Question 3: What topic are you thinking of researching? Why? How much information do you predict will be available on your topic of interest? First postings (to instructor) due May 30; replies to others by June 1
• Bulletin Board Question 4: Which databases have you identified as potential sources for information? What electronic journals have you identified as potential sources for information? What Web Resources have you identified as potential sources for information? Why would they be useful to you? First postings (to instructor) due May 30; replies to others by June 1.
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• Submit your research question (see “explanation of assignments” for more details). Due before chat June 1.
• Begin to familiarize yourself with the virtual library and various databases (www.csp.edu/virtuallibrary) user name: cshs password: learning. Try a few searches on your topic to get you started..
• Chat June 1: What “landscape of information” do you expect to find on your topic? What skills do you already have to help with the searching? What do you need to work on? Thoughts from the readings
Week 3: Searching Strategies: June 2-8 Keywords • Read
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Strategies.html Search strategies
• Complete TILT module 2 at: http://tilt.lib.utsystem.edu/nf/module2/tilt.htm (you don’t need to complete the quiz)
• Bulletin Board Question #5: Describe how you would research the following topic. How would you start your search for information? What would you do next? Explain your rationale, and include the database(s) or web search strategies you would use. Topic: Organizational Theory. First postings (to instructor) due by June 6; replies to others by June 8
• Bulletin Board Question #6: Describe how you would research the following topic. How would you start your search for information? What would you do next? Explain your rationale, and include the database(s) or web search strategies you would use. Topic: (topic of students choice) First postings (to instructor) due by June 6; replies to others by June 8
• Assignment due: Keyword Worksheet (Note: Your keyword worksheet should stem from your original research question, and is what your subsequent searches on your topic will be based from) See “explanation of assignments” for more details. Due June 8 before chat
• Begin searching for information based upon your research question—use the keyword worksheet to help
• Chat June 8: Keyword exercises; shared experiences with searching databases/internet; what works/what doesn’t work; when do you stop looking?
Week 4 June 9-15 Evaluating and Citing Information • Read APA lecture • Read A Writer's reference pgs 396-407 • Review sample resource list (posted with lectures) if needed • Read: OASIS Chapter 5 at: http://oasis.sfsu.edu/chapters/Ch5/index.html
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• Complete TILT module 3 at: http://tilt.lib.utsystem.edu/nf/module3/tilt.htm You do not need to complete the “sitevision” section or the quiz.
Begin working on your reference list to turn in on June 22 • Bulletin Board Question #7: Evaluate a website of your choice from your resource
list. Be sure to address the following: Who is the author? What is the purpose of the website? Can you determine the site’s sponsor? How will their bias affect the information on the page? Is the website up-to-date? Do you think the information is popular or scholarly? Would you quote information on this page to a colleague, coworker, or in a research paper? First postings (to instructor) due by June 13; replies to others by June 15.
• Bulletin Board Question #8: Evaluate an article of your choice from your resource list. Be sure to address the following: Who is the author? What is the purpose of the article? Can you determine the if the author has a sponsor? How will their bias affect the information in the article? Is the article up-to-date? Do you think the information is popular or scholarly? Would you quote information on this page to a colleague, coworker, or in a research paper? First postings (to instructor) due by June 13; replies to others by June 15.
• Assignment due: Resource list (based upon your keyword worksheet) See “explanation of assignments” for more details. Due June 15 before chat
• Chat June 15: Evaluating information for reliability and accuracy. What do you keep? Who do you trust? “Red Flags” of evaluation
Week 5: June 16-22 • Review OASIS chapter 5, Organize/Synthesize at:
http://oasis.sfsu.edu/chapters/Ch5/IIA.html • Read lecture: Categorizing strategies • Read lecture: Information literacy and real issues • Review A Writer's Reference pgs 383-386; 390-395 • Read lecture: Information stewardship • Bulletin Board Question #9: Visit this Website:
http://www.onlineopinion.com.au/2002/Sep02/Skouteris.htm Using your finely tuned Information literacy skills, what can you determine about this article, author, research study, etc. First postings (to instructor) due by June 20; replies to others by June 22.
• Bulletin Board Question #10: Identify and discuss your specific, personal strategies for collecting, organizing, and summarizing information around a topic. Have these strategies changed or improved? How will information literacy manifest itself as a “lifelong skill” in your life? First postings (to instructor) due by June 20; replies to others by June 22.
• Assignment due: Summary of resources/reflection Due June 22, Midnight (see “explanation of assignments” for more details).
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• Assignment due: Course Synthesis Reflection Due June 22, Midnight (see “explanation of assignments” for more details).
• Chat June 22: Clarifying a successful strategy for organizing and conceptualizing information; how to avoid plagiarism; how to develop information literacy skills from here; what the “landscape” tells us about the information; how we can practice information stewardship in our organizations.
BASIS FOR LEARNER GRADING AND ASSESSMENT To receive an “A” for the course, students must satisfactorily complete the following:
• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix • Summary & Reflection • List of 10 resources
To receive a “B” for the course, students must satisfactorily complete the following:
• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix • Summary & Reflection
To receive a “C” for the course, students must satisfactorily complete the following:
• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix
EXPLANATIONS OF ASSIGNMENTS 1. COURSE PARTICIPATION
CHAT EXPECTATIONS:
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Learners should come to chatrooms with assignments read and contribute to the class discussion. If you have to miss a chatroom, please inform Laurel before hand (if possible). If you miss a chatroom, you should review the transcript and send an email to Laurel, Dave, and the cohort, answering the questions from the chat. You should also reflect on the chat and give your overall impressions of the discussion.
BULLETIN BOARD EXPECTATIONS: Responses to the instructor’s bulletin board questions should be answered by the
due dates outlined above, completed by Sunday before chat. If you post earlier than Sunday, you will have a better opportunity to receive substantial feedback from your peers and the instructor. Dialogue between learners (replies to each other) is required. You should respond to at least TWO of your classmates’ postings. This can be done throughout the week until the Tuesday of chat.
2. ONLINE TUTORIAL
Each week, you’ll be asked to complete a section of the TILT online tutorial located at: http://tilt.lib.utsystem.edu/nf/intro/internet.htm . You do not need to complete the quizzes in the tutorial, but be prepared to discuss the tutorial in chat. The tutorial will introduce you to basic skills and terminology about information literacy
3. RESEARCH QUESTION
The focus of this course is to introduce you to the skills to help you find information about a topic of your choice. This “question” is what you will base all of your assignments on. Choose something that is important to you -- either personally, professionally, or academically that you would enjoy researching. Some ideas include:
• What are the current breakthroughs in cancer research? • How do I plan and implement a vacation to New Zealand? (or other area of
choice), • Questions about a hot topic in your profession/industry • How do I find a retirement home for my grandma? • How do I plan my child’s college education? • How has the world population growth affected the environment? • How does stress affect health? • Question of your choice…
You could also formulate your question based upon your upcoming courses in the BA: • What are the ethical concerns in the field of criminal justice? • What are the implications of Community Oriented Policing? • What is the role of diversity in criminal justice? Submit your research question to the instructor by: June 1 before chat
4. KEYWORD WORKSHEET
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Complete the Keyword Worksheet, and send it to the instructors by June 8. You may attach it to an email or fax it to 651-603-6144.
This assignment should be related to your research question, as you determine what keywords and databases are appropriate for your topic. Plan to visit at least three databases from the virtual library (www.csp.edu/virtuallibrary); utilize websites or other sources as well.
For a sample of this worksheet, see the “sample keyword worksheet” posted in the
“syllabus & lectures” section of the course. (Please note: this worksheet sample has been updated since the sample was posted, but it is very similar).
Please send as an email attachment to the instructor. This is due June 8 5. TEN RESOURCES
You will identify and cite ten resources around your research question in APA style. This should include at least 4 articles from the library databases and a combination of websites, books, newspaper articles, etc. The resources should all be related to your research question. The APA style is a particular way of listing the author, date, title, etc., so that other people can access the information.
Put all the citations for the resources in a “reference list” in APA style, and send them to the instructor as an e-mail attachment by June 15 before chat Note: It is highly recommended that you submit a reference or two to the instructors for feedback before doing the whole assignment!
6. SUMMARY OF REFERENCES AND PERSONAL REFLECTION
This assignment has two parts: 1) the summary of references, and then 2) the personal reflection.
For the Summary of References, use the information from the 10 resources you already collected, write a summary of the information.
In a descriptive way, summarize the information you collected into one short document (one page, double spaced) that describes the landscape of what you have collected. You should not have 10 summaries; you should have one that discusses the nature of the ten. You are taking a birds eye or "meta" view of those sources. What is addressed in the 10 sources? What seems to be missing? Were you left with further questions about the topic?
Don’t worry that the summary will be superficial. It is more important to develop the skill of synthesizing information and building a "landscape" of what you have
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collected. Keep in mind, with only 10 sources to discuss, you may still have questions and there is undoubtedly more information on the subject!
When you are finished with the Summary of References, add a short (half-page to one page double spaced) personal reflection. The Personal Reflection (added at the end of the Summary of References) should reflect on the following questions: When you think about the 10 resources, did you get what you had intended with the keywords, databases and search engines? What have you learned about the topic? Going back what would you changed in your search and why? Do the 10 cover the landscape of the topic? Does the topic need narrowing? Do you need more searching and sources? Are you happy with the results? How will you use the skills of locating and assessing information on different topics in the future?
Please send as an email attachment to the instructors.
The Summary of References and Personal Reflection is due June 22 Midnight 7. COURSE SYNTHESIS REFLECTION
Please download the Course Synthesis Reflection document from the “lectures” area in the WebCT course. Please type your comments to the 7 areas listed in the matrix. Please send as an email attachment to the instructors. The Course Synthesis reflection is due June 22 Midnight
REQUIRED READINGS Hacker, D. (2003). A writer's reference. Boston, MA: Bedford/St. Martins. Ollhoff, J. & Walcheski, M. (2000). Finding information: Navigating oceans of data to
find what you really need. St. Paul, MN: Peak Horizons Inc. TILT Texas information literacy tutorial (2002). Retrieved May 10, 2002 at:
http://tilt.lib.utsystem.edu/ San Francisco State University (2000). OASIS Online Advancement of Student
Information Skills. Retrieved May 10, 2002 at: http://oasis.sfsu.edu/ RECOMMENDED READING Pandia Search Central. http://www.pandia.com KEYWORDS:
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Information Literacy Knowledge Management Information Research Skills Information based education Lifelong learning QILLL -- Quality Information for Lifelong Learning Information Science-Analysis Problem Solving