Transcript Information Literacy

Information Literacy –
Your Library and You
A Faculty Workshop
“Information & Technology Competency”
Information Literacy
Defined
• The ability to locate, evaluate and effectively use
print and non-print information to become
independent life-long learners
• Geared toward building information seeking skills
so students can “interact critically, knowledgeably,
and fearlessly with electronic information systems”1
• Focused on developing critical thinking and
reasoning skills in conjunction with computer
literacy as the student progresses through his/her
academic career
Touro College Libraries
Goals
• To focus on the needs of faculty in incorporating
information literacy into your curriculum so that you
can become facilitators in helping students use
information resources effectively
• To develop an understanding of the student’s
perspective and abilities to ensure that they learn
the necessary skills to perform research at an
acceptable level
Information Literacy
Developments
• Library Instruction – increasing availability of
information in electronic form, hands on workshops to
facilitate learning
• Educational reform – greater use of active learning
techniques (versus strictly lecture), movement to
digital libraries
Developments - continued
• Student and Faculty Use of Learning Resources
and Technology - increased capacity to deliver
information to the desktop / remote access,
EReserves, Blackboard
• Assessment of Performance - student assessment
based on use of information literacy skills in their
coursework
The Information Literate Student…
1.
2.
3.
4.
5.
Defines the nature and extent of information
needed
Accesses needed information effectively and
efficiently
Evaluates information and its sources critically and
incorporates information into his or her knowledge
base and value system
Uses information effectively to accomplish a
specific purpose
Understands economic, legal, and social issues
surrounding the use of information, uses
information ethically and legally
Defines the nature and extent of
information needed
• Confers with instructors, develops a thesis
statement, explores general information sources.
• Identifies the purpose and potential audience of
resources (Primary and Secondary Sources, and
Scholarly, Trade, and Popular Materials)
• Broadens the information seeking process
beyond local resources (e.g., inter-library loan, Web
sites, video, audio)
• Clarifies, revises, or refines the question
Accesses needed information effectively
and efficiently
• Identifies method (e.g., laboratory experiment, fieldwork) and
investigates the scope, content, and organization of
information retrieval systems
• Identifies keywords, synonyms, and related terms for the
information needed and uses appropriate Search Techniques.
• Uses various search systems and classification systems
(e.g., call numbers, indexes) - Visit the Touro College Libraries’
Guides & Tutorials to review searching by subject area.
• Assesses the quality, quantity, and relevance of the search
results. Identify gaps in the information retrieved
• Selects the technology most appropriate for extracting and
documenting the information
Evaluates information and its sources
critically
• Reads text, selects main ideas, restates concepts in his or
her own words, selects data, identifies source
• Evaluates the reliability, validity, accuracy, authority,
timeliness, and point of view or bias
• Uses computers and other technologies (e.g., spreadsheets,
databases, multimedia) for studying the interaction of ideas.
• Investigates differing viewpoints in the literature and
determines whether to incorporate
• Participates in classroom/other discussions, electronic
forums, online discussion groups: email, bulletin boards, chat
rooms
• Determines if original information need has been satisfied or
is additional information necessary
Uses information effectively to
accomplish a specific purpose
• Organizes content so that it supports the purpose of the
product (e.g., outlines, drafts, storyboards) and uses the
Research & Writing Guide for assistance in writing a
composition, a review, an essay, or a term / research paper
• Integrates information including quotations and
paraphrasing in a manner that supports the product
• Manipulates digital text, images, and data, transferring them
from their original locations and formats to the new context
• Chooses a medium or format that best supports the
purpose of the product and the intended audience
Understands many of the economic,
legal, and social issues surrounding the
use of information
• Identifies issues related to privacy and security in both the
print and electronic environments
• Identifies issues related to censorship and freedom of speech
• Demonstrates an understanding of Intellectual Property,
Copyright, and Fair Use Resources
• Participates in electronic discussions “Netiquette”, uses
approved IDs and passwords to access information, and
complies with institutional policies.
• Demonstrates an understanding of what constitutes
Plagiarism
• Selects an appropriate Style Guide and uses it consistently to
cite sources
Touro College Virtual Library
Resources to assist you
(www.touro.edu/library)
• The Library Catalog
• Central Search
• Magazine, journal, and
newspaper articles
• eBooks
• EReserves
• Touro Digital
Collections
• Library policies and
services
• Gray Literature
• Noodletools, Turnitin
• Web & Search Sites
(by subject)
• Propriety Databases
• Syllabi Collections
Basic Appreciation Assignments
2
• Have students explain what an information database is and how
it is relevant for finding information
• Have students discuss the differences among various search
engines
• Have students explain the difference between primary and
secondary sources and popular versus scholarly work
• Have students interview an information professional about how
computers have changed the way people access information
• Have students examine two online resources in the field of study
and compare features
Literacy Assignments3
• Have students search for relevant information resources using
the Web and compare what they retrieve with library databases
• Have students identify six articles from the library databases
and obtain at least three full text articles, providing a full
bibliographic citation
• Have students compare using a resource in print versus
electronic format and discuss the pros and cons and similarities
and differences of using each
• Have students retrieve statistical resources of relevance to their
course and look for statistical trends and discuss the cause for
those trends in writing
Library / Faculty Collaboration
• Information Literacy Workshop
• Library Instruction - training in online
catalog and specialized databases
• Creating and Evaluating Effective Library
& Web Assignments - subject area specific
• Faculty Training and Consultation - course
integrated instruction.
Academic Computing
• Faculty and Technology - training courses
and online registration form
• Computer Labs - schedules
• Technical Assistance - 212.463.0400,
ext. 240
• Blackboard (distance education courses)
Additional Assistance
• Finding Web Resources - browse through
subject directories, search engines, and deep
Web resources
• Ask a Librarian - a Web-based reference
service that helps libraries deliver reference
services via email
• Request Material Online - submit forms
online to request Inter-library loan, or to
request new acquisitions
• Directory - library locations, hours, personnel
Bibliography
1.
2.
Brodsky, Karen. "Information Literacy at Sonoma State University - A Six-Point
Approach." Sonoma State University, Information Literacy. Aug.-Sept. 1998.
Ruben Salazar Library. 12 May 2006 <http://libweb.sonoma.edu/hammett/infocomp/>.
"Information Literacy and Writing Assessment Project: ." University of
Maryland University College Library. Apr.-May 2005. UMUC. 12 May 2006,
<http://www.umuc.edu/library/tutorials/information_literacy/toc.html>.
3.
4.
5.
6.
Ibid.
"Information Literacy Competency Standards for Higher Education ." ALA
American Library Association - ACRL. May 2006. American Libaray
Association. 11 May 2006, http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm>.
Middle States Association
Johnson, Kay, and Elaine Magusin. Exploring the Digital Library. 1 vol. San
Francisco, CA: Jossey-Bass, 2005.
Eisenberg, MIchael B., Carrie A. Lowe, and Kathleen L. Spitzer.
InformationLiteracy - Essential Skills for the Information Age. 2nd ed. 1
vols.Westport, CT: Libraries Unlimited, 2004.