Subject Literacy, Information Literacy,& CurriculumMEG GORZYCKI, ED.D.PAM HOWARD, MLIS

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Purpose of PresentationIntroduce concept so f subject and information literacyIdentify the importance of explicitly cultivating subject and information literacyProvide some ideas about how to cultivate subject and information literacy

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Subject LiteracySubject Literacy is…Content-specific or subject-specificMastery of declarative, procedural, and conditional knowledge of given subject Enhanced by complimentary tasks of reading and writing

McKenna, M.C. & Robinson, R. D. (1990). Content literacy: A definition and implications. Journal of Reading, 34(3), 184-186. Shanahan, T. & Shanahan, C. (2012). What is disciplinary literacy and why dose it matter? Topics in Language Disorders, 32(1), 7-18.

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Subject LiteracyAspect of Subject Literacy Description

Specialized lexicon Concerns the mastery of the vocabulary that is special to the discipline or subject

Methods of inquiry Regards the particular means of gathering and testing knowledge in a given field and how experts determine thresholds for significance of findings

Fundamental knowledge Represented by familiarity with basic facts and concepts associated with the subject and required for intermediate and advanced studies

Value to society The understanding of how knowledge generated by and embodied in the discipline impacts society for better or worse

Table with aspects of subject literacy and descriptions

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Subject LiteracyAspect of Subject Literacy Example from world Cold War History CurriculumSpecialized lexicon Capitalism, communism, brinksmanship, propaganda, domino theory,

détente, collectivization, glasnost, perestroika, de-colonization, Soviet Bloc

Methods of inquiry Content analysis of primary and secondary sources; authentication of artifacts; standards of credibility and validity

Fundamental knowledge Chronology of conflict between US and USSR prior to and after 1945; role of nuclear threat in conflict and conflict resolutions; impact of arms race on global and domestic economies; Cold War challenge to civil liberties

Value to society Empathize with others; slow to judge; recognize continuity in human experience; recognize turning points and thus optional courses of action; explain why current conditions exist

Table with examples of common aspects of subject literacy applied to a course in Cold War History

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The Importance of Subject Literacy

Subject literacy in a variety of subjects enables individuals to understand the relationships between various kinds of knowledge Liberal arts education prepares individuals for life, and so requires students to be literate in many subjects, including civics, economics, history, science, math, world culture, arts, and technology

Association of American Colleges and Universities. (2011). The LEAP vision for learning: Outcomes, practices, impact, and employer’s views. Washington, DC: Association of American Colleges and Universities

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Improving Students’ Subject Literacy

1. Identify subject literacy as a cardinal learning outcome in the course syllabus

2. Identify the specific aspects of subject literacy the course will target

3. Build class assignments and assessments around the targeted aspects of subject literacy

4. Offer explicit instruction that illuminates the difference between mediocre and exemplary subject literacy and why it matters

5. Work with departmental colleagues to build consensus on subject literacy benchmarks in the program

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Information Literacy is…Ability to recognize when information is needed, acquire the information, and use it effectively

Association of College Research Libraries. (2004). Information Literacy Competency Standards for Higher Education. Retrieved from: http://www.ala.org/acrl/standards/informationliteracycompetency#ildef

Ability to form research questions and critically assess merit of information relative to completing a scholarly inquiry

Lenox, M. F. & Walker, M. L. (1993). Information literacy in the educational process. The Educational forum, 57(2), 312-32

Having the technical skill to use the Internet and research software to conduct scholarly research

Webber, S. & Johnson, B. (2000). Conceptions of information literacy: new perspectives and implications. Journal of Information Science, 26(6), 381-397.

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Information Literacy is…

National Forum on Information Literacy. (20144) information Literacy Skills. Retrieved from: http://infolit.org/information-literacy-projects-and-programs/

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Assessment Rubric of Information Literacy Adapted from Student Performance on Rails Rubric “Evaluates information and its sources critically and access the needed information” http://www.aacu.org/peerreview/pr-FA11WI12/Oakleaf.cfm.

Criterion Accomplished Developing Inadequate

Evaluates authority Presents robust evidence of author’s credentials

Briefly address some evidence of author’s credentials

Does not identify author’s qualifications

Evaluates currency Notes currency and uses research not more than five years old

Either comments on year of publication or uses research not more than five years old

No comment on currency; uses research over five years old

Evaluates reliability Provides hard evidence of source’s trustworthiness

Has superficial reference to source’s trustworthiness

Does not address trustworthiness of source

Evaluates accuracy Provides thorough discussion of why information is accurate

Addresses some qualities of accuracy Ignores issue of accuracy

Evaluates perspective Detailed account of source perspective Cursive look at author’s perspective Does not identify author’s perspective

Evaluates reflection of source

In depth explanation of source’s contribution to understanding

Some discussion of source’s contribution to understanding

No discussion of source’s contribution to understanding

Accesses information needed

Evidence student has effectively organized research and used appropriate search engines and strategies

Evidence student used simple research strategies and limited use of appropriate search engines

Little to no evidence student used scholarly research strategies and appropriate engines or sources

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Information Literacy Competence

EMERGING

Locates information obliquely concerned with central issue of inquiry; some data is old

Mediocre understanding of how information from multiple sources relates to each other

Inaccurate interpretation of data and assertions

Unable to distinguish the degree of scholarship represented in material

Highly dependent on others to assist technical aspects of searches using digital media

PROFICIENT

Locates information directly concerned with central issue of inquiry; all data is current

Outstanding understanding of how information from multiple sources relate to each other

Accurate interpretation of data and assertions

Able to distinguish degree of scholarship represented in material

Highly independent from others when using technology to search digital media

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The Importance of Information Literacy

Enhances quality of independent researchContributes to development of critical thinkingEncourages ethical use of information

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Information Literacy in the Curriculum

How information literacy will be integrated into a course curriculum depends on the purpose of the course Image from: http://ajaxallpurpose.blogspot.com/2009/12/now-thats-handsome-office.html

My upper division history course aims to improve students’ historiography and requires a research paper, so I’m dedicating

class time to explore scholarly sources and to

conduct formative exercises in interpreting sources— gosh it will be just swell!

My general education course introduces statistics to

students, so the subject literacy outcomes include the ability to interpret charts and tables. Gee, it will be grand to

rehearse those skills in formative assessments!

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Information Literacy in the Curriculum

1. Identify information literacy as a cardinal learning outcome in the course syllabus

2. Identify the specific aspects of information literacy the course will target

3. Build class assignments and assessments around the targeted aspects of information literacy

4. Offer explicit instruction that illuminates the difference between mediocre and exemplary information literacy and why it matters

5. Work with librarians and other specialists to create assignments and assessments that target discrete knowledge and skills related to information literacy