Transitions: Developing Information Literacy

Skills Among STEM Students

2011 UK STEM Symposium RoundtableSue Smith, UK Engineering Library Head

Valerie Perry, UK Agricultural Information Center HeadJan Carver, UK Science Library Head

April 29, 2011

What is Information Literacy?

“Information Literacy is the set of skills needed to find, retrieve, analyze, and use information” From ALA/ACRL website at www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm

What is Information Literacy?

“Information literacy in science, engineering, and technology disciplines is defined as a set of abilities to

• identify the need for information, • procure the information, • evaluate the information and subsequently • revise the strategy for obtaining the information, • to use the information and • to use it in an ethical and legal manner, and • to engage in lifelong learning.”

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Why is Information Literacy Important?

“Information explosion, information overload, and information anxiety are some of the terms used to describe the inability to deal with the exponential growth of information. The critical thinking skills required to be information literate transfer from the classroom to daily living. ”

From UK Libraries Research Guide on Information Literacy at http://libguides.uky.edu/infolit

Who Needs Information Literacy?

“Information literacy is needed to guarantee the survival of democratic institutions. All men are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates”

From statement by U.S. Representative Major R. Owens quoted onALA Presidential Committee on Information Literacy website at www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

Information Literacy Standards

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Continues Learning

Uses Information

Evaluates Information

Acquires Information

Determines Need

Information Literacy Standards

Standard 1 – Determines NeedThe information literate student determines the nature and extent of the information needed.

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Standard 2 – Acquires InformationThe information literate student acquires needed information effectively and efficiently.

Information Literacy Standards

Standard 3 – Evaluates InformationThe information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Information Literacy Standards

Standard 4 – Uses InformationThe information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Information Literacy Standards

Standard 5 – Continues LearningThe information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field.

From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Our Information Literacy Program Mission

UK Libraries Information Literacy program supports the University’s mission to facilitate learning and expand knowledge by preparing students to think critically and effectively find and use information in their academic, professional and personal lives.

Our Information Literacy Research Guide

http://libguides.uky.edu/infolit

Engineering Information Literacy (IL) First Generation Students Validity of Expertise Research Skills Not Perceived as Needed Everything is on the Web Technical Skills more Important than

Writing/Research Skills

Engineering IL – Freshman Level Framework Librarian /Faculty Collaboration Class Size – 80+ Instructor Present During Session/s Engage Faculty During Session/s Credit for In-class Work and Completing

Assessment Exercise Outside Class

Engineering IL – Freshman Level Active Learning in Computer Classrooms - All

Levels Warm Up Keyword Exercise

You are on the planning committee for your city and the equine games are going to be held in your community in 10 years. You need to begin researching this. Create a list of key concepts/topics that will be critical to research in preparing for this event

Brief Introduction to Library Focus on 1-2 Learning Outcomes

Scholarly vs. Non-scholarly Information Identifying Keywords/Concepts

Collaborative Active Learning in Class Online Assessment Component

Engineering IL – Upper Level Framework Librarian /Faculty Collaboration Class Size – 15-35 Instructor Present During Session/s Librarian Consults Required

Engineering IL – Upper Levels Research Paper Required Active Learning in a Computer Classroom Instructor Present Very Short Intro to Research Course Guide

(http://libguides.uky.edu/mng371) Jump-start research session for students One-on-One Librarian Consults Required

following this session

Life Sciences Information Literacy

http://libguides.uky.edu/Agriculture

Life Sciences Information Literacy GEN 100/200 (General Agriculture)

Most incoming Agriculture students Presentation Hands-on learning activity In-class assignment

Students learn to: Determine information need Perform basic searches in general databases Understand differences between scholarly &

popular articles Evaluate a website

Life Sciences Information Literacy ABT 301

Upperclassmen Presentation Hands-on learning activity EndNote workshop

Students learn to: Determine related topic keywords and phrases Perform intermediate searches in research

databases Begin to distinguish between relevant scholarly

articles Cite articles properly

General Education

Research Guides

Opportunity to influence

Information Literacy in upper level courses Copyright Professional style ACS

CHE 572

Web of Science®

Embedding Information Literacy For UK Instructors

Work with instructors to offer any of the following Presentations Active learning activity Special assignment Research Guide Consultation

For K-12 Instructors & Library Media Specialists Consult and make referrals to other resources

within the state

Time for Questions

Jan Carver – Science Library – jbcarv1@email.uky.edu

Valerie Perry – Agricultural Info Center – vperry@uky.edu

Sue Smith – Engineering Library – susan.smith@uky.edu