Transcript Slide 1

Information Literacy
and the University
Curriculum
A Workshop Sponsored by CETLA and the
University Libraries @ Howard University
May 31 – June 2, 2006
Why a workshop on incorporating
information resources in teaching?

According to the Teaching, Learning, and
Technology Committee at Howard, “in the
hands of a skilled teacher, digital content
promotes ‘collaborative, creative, and
engaging student learning.”’
The Current Reality:
Many Tech Savvy Students
read less (print)
 write less (with pen and paper)
 don’t know about the wide variety of
information choices available to them
 don’t know how to search bibliographic or
full-text databases effectively
 don’t know how to evaluate information

Workshop Goals
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To highlight information services and resources
to facilitate the information search process (ISP)
To illustrate effective, transferable searching
techniques
To identify resources that may be used to
enhance a course syllabus or particular
assignments.
To introduce librarians who may assist you.
Desired Outcome:
Student-centered learning
environments – the classroom, the
library, the campus where
Inquiry is the norm
 Problem solving is the focus.
 Thinking critically is the process.
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Workshop Overview
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Information Literacy in Context: Information
Seeking in the Learning Environment
Initiation and Selection: Seeking Background
Information & Locating Information
Exploration and Formulation: Formulating
Strategies and Finding Information
Presenting and Using Information
What is Information Literacy?
The American Library Association
defines Information Literacy (IL) as

the ability to recognize when information
is needed, and then to find, evaluate, use
and communicate that information
effectively.
The Middle States Commission on
Higher Education defines “IL” as
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an intellectual framework for identifying, finding,
understanding, evaluating and using information.
It includes … incorporating selected information
in the learner’s knowledge base and value
system; using information effectively to
accomplish a specific purpose;…and observing
laws, regulations, and institutional policies
related to the access and use of information.
Jeremy J. Shapiro and Shelley K. Hughes, “Information
Literacy as a Liberal Art,” EDUCOM Review, 32(2),
March/April 1996:
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Information literacy “…extends from knowing
how to use computers and access information to
critical reflection on the nature of information
itself, its technical infrastructure, and its social,
cultural and even philosophical context and
impact.” IL is “as essential to the mental
framework of the educated information-age
citizen as the trivium of basic liberal arts
(grammar, logic, and rhetoric) was to the
educated person in medieval society.”
Why the focus on Information Literacy?
The Middle States’ Standards for
Accreditation now include an information
literacy component.
 All HU students need to know how to use
information resources, whether online or in
print. These research skills can be used in
their school assignments, in their personal
lives, and in their occupations.
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The Information Search Process
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The information search process is a complex
process of construction in which students
progress from uncertainty to understanding.
Uncertainty, confusion, and frustration are
associated with vague, unclear thoughts about a
topic or problem. As thoughts become more
clearly focused, students report increased
confidence and feeling more sure, satisfied, and
relieved.
Carol Collier Kuhthau
Stage 1: Initiation:
Announcement of the research assignment
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The student experiences
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Uncertainty
Apprehension
Vague ideas
Desire to seek background
information
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The information literate
student
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Determines nature and
extent of information
needed
Attempts to articulate the
need for information
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Association of College &
Research Libraries
(ACRL) Standard One
Stage 2: Selection
Select topics to research
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The student finds that
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Uncertainty gives way to
elation and optimism once
the topic is selected
He or she can begin to
identify terms related to
topic
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The information literate
student
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Identifies a variety of types
and formats of potential
sources of information
relevant to the topic
Considers costs/benefits of
acquiring information
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ACRL Standard One
Stage 3: Exploration
Explore information to learn about topic.
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Student experiences
 Confusion
 Frustration
 Doubt
concerning
topic
 Doubt concerning
ability to complete task
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The information
literate student
 Selects
appropriate
investigative method
 Constructs and
implements an
effective search
strategy
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ACRL Standard 2
Stage 4: Formulation
Form a focus or personal perspective
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The student
 Has
a narrower, more
manageable focus
 Clarifies issues to be
discussed
 Formulates a
hypothesis
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The information
literate student
 Refines
the search
strategy
 Extracts, records, and
manages the
information & its
sources
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ACRL Standard 2
Stage 5: Collection
Gather pertinent information
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The student
 Seeks
and gathers
relevant or focused
information on topic
 Has a sense of
direction
 Exhibits confidence
 Exhibits increased
interest in topic
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The information
literate student
 Evaluates
information
and its sources
critically
 Incorporates selected
information into
knowledge base or
value system
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ACRL Standards 3-4
Stage 6:Preparation & Presentation
Prepare and present report or product
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The student
 Experiences
relief and
satisfaction, or
 Experiences
disappointment with
outcome
 Has clearer focus and
better understanding
of issues
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The information
literate student
 Understands
the
economic, legal, and
social issues
 Uses information
ethically and legally
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ACRL Standard 5
What’s in it for your students?
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Students who are information literate will
probably
 produce
quality research papers
 make more effective oral presentations
 use correct citations when writing or make
appropriate attributions when speaking
 plagiarize less
What’s in it for you?
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Deliverables for faculty who adapt the concepts
or examples presented during the workshop
include:
 A list
of web pages or articles that can be accessed
via links embedded within the class website or a
course management system like Blackboard
 A syllabus that intentionally includes assignments that
promote information competence
 Representative assignments indicating that students
are being asked to demonstrate selected information
competence skills
Acknowledgments:
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Ideas for this presentation were drawn from
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Presentations by Julie Baga, Delaware County Community College;
Tina Hertel, Marywood University; Lisa Janicke Hinchliffe, Eastern
Washington University; and the Information Competence Committee of
the California State University at Chico.
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Carol C. Kuhlthau, “Inside the Search Process: Information Seeking
from the User’s Perspective,” Journal of the American Society for
Information Science. 42(5): 361-371, 1991.
Special thanks to
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Dr. Teresa Redd and the staff of the
Center for Excellence in Teaching,
Learning, and Assessment
http://www.howard.edu/library
Workshop material is accessible at
http://www.howard.edu/library/reference/infolit2006
/WorkshopAgenda.htm
 Workshop material is also accessible at
http://blackboard.howard.edu
Course code: LIBR2700200308
Course title: Information Resources for Teaching
and Learning
To self enroll, use “library” as access code.
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For subject librarians, go to:
http://www.howard.edu/library/contacts.htm
202-806-7252
Arthuree McLaughlin Wright, Ph.D.
Associate Director for Information, Research and
Resource Services
Howard University Libraries
May 2006