Transcript Information Literacy Faculty Workshop

Information Literacy
Faculty Workshop
Carla Waddell, Reference/Instruction Librarian
&
Beth Ashmore, Reference Librarian
Samford University Library, 2004
Overview
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Recognizing good/bad information literacy
behaviors
Incorporating assessment of IL into my existing
research assignments
Avoiding pitfalls of research assignments
Recognizing measures already being tested by
the library
Using resources available to assist in further
study of IL and implementation of IL measures
Standard #1: The student will be able to determine the
nature and extent of the information needed.
The IL student :
 brainstorms for key terms
 identifies appropriate
types of resources
 understands professor’s
requirements for sources
The II student:
 waits until the last minute
 types entire thesis into
favorite search engine
 doesn’t recognize the
difference between
search engines results
and database or catalog
results
Standard #2: The student will be able to access needed
information effectively and efficiently.
The IL Student
 asks for assistance when
unsure if resource is
appropriate
 understands how to apply
general search techniques
to a variety of resources
 refines search if results
are not adequate
The II Student
 jumps around library
website if unsuccessful
with Google search
 prints first five full text
sources without
evaluation
 does not wish to consult
print resources
Standard #3: The student will be able to evaluate
information critically and incorporate selected information
into their knowledge base and value system.
The IL student:
 critically reviews
information collected
 thinks of new avenues to
pursue if more
information is needed
 thinks about how
information relates to
self/assignment/class
The II student:
 writes paper without
understanding or forming
an opinion about the
material collected
 bluffs in class when
participating
 might speak with
professor if having a
difficult time in the hopes
of being told which
resources to use
Standard #4: The student will be able to use information
effectively to accomplish a specific purpose.
The IL Student:
 makes an outline
 seeks peer review and
proofreading
 learns something from
the process/topic
The II Student:
 turns in first draft
 chalks it all up to a
frustrating experience
 moves on to the next
problem
Standard #5: The student will be able to understand many
of the issues surrounding the use and
access of information and does so legally and ethically.
The IL Student:
 keeps track of located
information
 correctly cites sources
 obtains permission for
materials when needed
The II Student:
 plagiarizes without
realizing it
 fabricates source
information because
original sources are lost
 is too busy downloading
latest hit from the
internet
Incorporating assessment of IL into my
existing research assignments
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Library Instruction sessions and assignments
Breaking up assignments
Annotated Bibliography
Pathfinders
Research journal/Weblogs
BILT
Avoiding pitfalls of research assignments
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Restrictions on resource format
– Stress to students the value of reliability and
relevance over format
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Confusion over what is “online”
– Stress to students the difference between websites
and online databases
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Lack of library print/online holdings on a topic
– Consult with a librarian in advance to ensure that
resources are available and appropriately set up for
maximum usage
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Increase in research questions during office
hours
– Make sure the library has your assignment and stress
to students that librarians exist solely to help them
with their research needs
Recognizing measures already being tested
by the library
SAILS Assessment
– Conducted 2003-2004 (UCCA 102) & possibly
2004-2005
 BILT
– Provides quizzes on information literacy
concepts that can be turned in to faculty to
verify completion
 Are you IL?
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Using resources available to assist in further
study of IL and implementation of IL
measures
Resource Handout
 CTLS library
 Websites
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– http://www.samford.edu/groups/tla/tla_information.html
– http://library.samford.edu/about/li/
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Librarians
– Carla Waddell, [email protected]
– Beth Ashmore, [email protected]