Transcript Terra Incognito: Infusing Information Literacy into the Disciplines Jim Nichols and Karen Shockey Penfield Library, SUNY Oswego.

Terra Incognito:
Infusing Information
Literacy into the Disciplines
Jim Nichols and Karen Shockey
Penfield Library, SUNY Oswego
“A Garbage Can Model of
Organizational Choice”
•Problems
•Solutions
•Participants
•Choice
opportunities
The “Garbage Can” Decision
► Problems,
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as seen or experienced by . . .
Library faculty
Instructional faculty
Administrators
Students
The “Garbage Can” Decision
► Solution:
Infusion of information literacy
learning throughout the curriculum
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Active learning and practice
Elevates the level of learning
Tacit not just explicit knowledge
College-wide participation and contribution
The “Garbage Can” Decision
► Cultivation
of participants
 Proactive responses to immediate needs
 Pipe up with anyone, anywhere, anytime
The “Garbage Can” Decision
► Waiting
decision
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for an opportunity for a choice or
Program changes
Program reviews
Personnel changes
Strategic planning
Building the Matrix
►3
Directions Model of Information Literacy
► Legitimate periperal participation in
communities of practice
► ACRL Standards
► Learning outcomes for basic level tutorial
and worksheet
► Framework from Philadelphia University
► View the matrix
Collaboration with Instructional
Faculty
► Persuasion
as conflict management
 Establish mutual respect (listen, really listen)
 Identify problems
 Create solutions
► Library/Instructional
faculty roles and
responsibilities (Ratteray 2002, Deployment)
► Liaison tradition
► Campus governance and committees
Assessment of Student Performance
► Assess
by observing authentic practice
 Document the processes and the products of a
whole project
 Project is relevant to the community of practice
and valued by the student
Questions and Comments
► How
are you putting information literacy
into your programs?
► What blocks or barriers are you finding?
► What are your next steps?
► What insights have you gained from this
presentation?
Three directions to information literacy
Rubric for basic level
Deployment for Advanced-Level Information Literacy Learning
Library
Faculty
Classroom
Faculty
Dept. Chairs
Produce “Information
Literacy Introduction
and Guidelines”
Disseminate “Information Literacy Introduction and Guidelines”
Adapt information literacy learning outcomes to specific programs
Improve and/or develop instruction and learning
experiences to foster information literacy abilities
Grading based in part on
information literacy abilities
Develop program assessment methodology
Conduct program assessments and report to College and SUNY administration, and to Middle States
Commission on Higher Education
Provost
Council
Legitimate Peripheral Participation in
a Community of Scholarly Practice
Formal Means
Learning
Informal Means