Transcript Slide 1

Library Instruction in North America
• Library Orientation (before 1980)
– Tour of library, instruction in using card catalog, print indexes,
reference works
• Bibliographic Instruction (1980-90’s)
– Librarians teach research skills related to class assignments
(course integrated)
– Librarians and teachers plan instruction together
– Search strategies for online catalogs and databases
– Single class session or research skills course (credit)
– Classroom instruction for new students in first-year seminar
By Eileen Saner, AMBS
Library Instruction in North America
• Information Literacy 1990’s to present
“To be information literate, a person must be able to recognize
when information is needed and to have the ability to locate,
evaluate, and use effectively the needed information.”
“Ultimately, information literate people are those who have learned
how to learn…. They are people prepared for lifelong
learning, because they can always find the information needed
for any task or decision at hand.”
Information Literacy Competency Standards for Higher Education (Association for College and
Research Libraries, 2000),
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Associated Canadian Theological Schools
Research Strategies Course
by Bill Badke
"A poorly planned research project will take three times as
long to complete as you think it should. A well planned
project will take only twice as long."-- Martin Raish
Course Description
• A study of the basic strategies required for the effective
researching of a wide variety of topics.
• Areas covered include topic viability, location of materials
in several formats, computer database searching
(including the Internet), reading strategies, note
organisation, and the outlining and writing processes.
Research Steps (1)
1. Select a topic.
2. Gather background information by reading
about the topic in a specialized encyclopedia
(print or online) or textbook.
3. Develop a research question.
4. Find relevant, high-quality internet sites.
5. Search for books in the library catalog using
keywords and established subject headings.
Research Steps (2)
1. Search for magazine and journal articles in
online periodical databases.
2. Enter citations in bibliographic software.
3. Continue searching in other relevant online
databases listed on the library website.
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Google Scholar
4. Practice evaluating internet websites.
Research Steps (3)
1. Analyze an online journal article.
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Summarize
State thesis and major arguments
Evaluate evidence and strength of arguments
Are all sides presented fairly?
Evaluate organization of the article
Determine credibility of the author
2. Take Internet Detective online tutorial.
http://www.vts.intute.ac.uk/detective/index.html
3. Write final paper.
Bill Badke’s Online Resources
• Bill Badke’s Online Research Strategies Course
http://www.acts.twu.ca/lbr/research500.htm
• Resources for Information Literacy from William
Badke
– An entire page of links
– Included in conference materials
Information Literacy Competency Standards
for Higher Education
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The information literate student determines the nature and extent of the
information needed.
The information literate student accesses needed information effectively
and efficiently.
The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system.
The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose.
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.
Information Literacy Competency Standards for Higher Education (Association for
College and Research Libraries, 2000),
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Performance Indicators for each Standard
Standard Two. The information literate student accesses needed
information effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate
investigative methods or information retrieval systems for accessing
the needed information.
2. The information literate student constructs and implements
effectively-designed search strategies.
3. The information literate student retrieves information online or in
person using a variety of methods.
4. The information literate student refines the search strategy if
necessary.
5. The information literate student extracts, records, and manages the
information and its sources.
Outcomes for each Performance Indicator
Standard Two. The information literate student accesses needed information effectively
and efficiently.
Performance Indicator 2. The information literate student constructs and implements
effectively-designed search strategies.
Outcomes
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b.
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Develops a research plan appropriate to the investigative method
Identifies keywords, synonyms and related terms for the information
needed
Selects controlled vocabulary specific to the discipline or information
retrieval source
Constructs a search strategy using appropriate commands for the
information retrieval system selected…
Implements the search strategy in various information retrieval systems
using different user interfaces and search engines…
"Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians." American Library
Association. 2006. http://www.ala.org/ala/acrl/acrlstandards/objectivesinformation.htm
How to use Information Literacy Standards
Standard Two. The information literate student accesses needed information
effectively and efficiently.
Performance Indicator 2. The information literate student constructs and
implements effectively-designed search strategies.
Outcome e. Implements the search strategy in various information retrieval
systems using different user interfaces and search engines…
Specific Skill #1 One Given a book citation, the student records the
call number of the book in the AMBS Library.
Specific Skill #2 Given a periodical citation, the student determines
whether the item is available in the AMBS Library.
Using the Information Literacy Standards
• A framework for understanding library instruction in the
context of educating students to be competent users and
managers of information
• A broad educational goal that cannot be achieved by
librarians alone
• A basic component of the school’s academic mission
• International recognition
– International Federation of Library Associations and Institutions
International Federation of Library
Associations and Institutions
• Information Literacy Section
• http://www.ifla.org/VII/s42/index.htm
• International Information Literacy Resources
Directory
– Curriculum resources submitted by registered users around the
world. Open registration.
– Resources categorized by topic and country of submission
– Database Records Progress describes progress of directory by
region.
Information Literacy and
Theological Education
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Since early 2000, information literacy workshops at conferences of
American Theological Library Association. Bill Badke and others have
presented their programs, various models.
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2004 Article in ATS* journal on information literacy by a librarian
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http://www.pitts.emory.edu/publications/infolit.pdf
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June 2006 Bill Badke and other librarians present workshop on models for
information literacy instruction at Conference for ATS* Academic Officers.
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September 2006, Guidelines for ATS* Accreditation
– http://www.ats.edu/accrediting/HandbookSection9.pdf
– Sample question for institutional self study ““How are students staff, and faculty
provided with information literacy skills, including the use of information
technology?”
*Association of Theological Schools in the United States and Canada
Next Steps
• Use available resources (online)
• Learn from colleagues
• Shape programs to needs
• Develop your teaching skills
• Educate teachers and administrators
– Interview teachers regarding assignments and expectations
– Work with teachers who recognize that students need training
– Influence accreditation standards
Eileen’s Recommended Program
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Pitts Theology Library Research Assistance
– Candler School of Theology, Emory University, Atlanta, Georgia
– Model program for information literacy in graduate theological education.
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http://www.pitts.emory.edu/RESEARCHASSIST/Infolit.html
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Douglas Gragg, Information Literacy in Theological Education. Theological
Education, Vol 40:1 (2004) 99-111.
http://www.pitts.emory.edu/publications/infolit.pdf
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John Weaver, Database and Search Engines for Lifelong Learning. A slide
presentation from the 2006 ATLA Annual Conference that describes the
instructional goals and content for four different instructional sessions: 1)
Library Orientation Class, 2) Single Class in a Course, 3) Multiple Classes
in a Course, 4) Library Workshop.
http://www.pitts.emory.edu/ResearchAssist/DatabaseSearchEngines.ppt