Transforming Bibliographic Instruction to Information

Report
Asa H. Gordon Library Savannah State University
Information Literacy Program
Adapted from presentations to NEFLIN 2/2009 and
the Gen. Ed. Council of the Faculty Senate 11/2007 at UMass Amherst
“To be information literate, a person
must be able to recognize when
information is needed and have the
ability to locate, evaluate, and use
effectively the needed information.”
(Final Report of the American Library Association Presidential Report on Information
Literacy. Chicago, American Library Association, 1989)
Asa H. Gordon Library Savannah State University
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Equips individuals for lifelong learning
More than knowing how to use computers
Includes critical analysis of information
Highlights the global nature of information
Allows use of relevant information for
informed decision making citizens,
consumers, professionals, and individuals
(from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept and
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )
Asa H. Gordon Library Savannah State University
Bibliographic Instruction
Content consists of using
research tools, many of
which live in or are
accessed through the
library
Information Literacy
Content focuses on
overarching concepts,
critical thinking processes,
other information skills
that enhance lifelong
learning
Asa H. Gordon Library Savannah State University
Bibliographic Instruction
Librarian controlled
Library use centered
Information Literacy
Collaborative design,
delivery and
assessment of
instruction by the
librarian, instructor and
others
Asa H. Gordon Library Savannah State University
Bibliographic Instruction
Superficial contact with
individual classes and
curriculum
Information Literacy
Integral to and
integrated into classes
and curriculum
Asa H. Gordon Library Savannah State University
Bibliographic Instruction
Teaching methods
involve lecture,
demonstration,
emphasis on presenter
Information Literacy
Teaching methods
involve creating learning
environments where
librarians and faculty
function as coaches or
guides
Asa H. Gordon Library Savannah State University
Information fluency
Information and communication
technologies literacy (ICT Literacy)
 Library instruction
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Asa H. Gordon Library Savannah State University
One way to transform BI into IL is
to link learning activities to the
ACRL Information Literacy
Standards
See:
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/standardstoolkit.ht
m
Asa H. Gordon Library Savannah State University
The ACRL defines information literacy as “the set of
skills needed to find, retrieve, analyze, and use
information.”
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.cfm
Five Standards
 Standard One: Know
 Standard Two: Access
 Standard Three: Evaluate
 Standard Four: Use
 Standard Five: Ethical/Legal Issues
Asa H. Gordon Library Savannah State University
Writing
 Finds models of good writing
 Good writing incorporates facts, evidence, previous writing
Critical Thinking
 The information literacy standards involve critical thinking:
know, access, evaluate, use and ethics.
 Emphasizes the inquiry approach to learning
 Includes higher order tasks such as analysis, synthesis,
evaluation and reflection
(from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept and
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )
But it is not enough to ask for writing and critical thinking, since
both of these other skills can exist independently of information
Asa H. Gordon Library Savannah State University
literacy.
 Information literacy (like
writing) is a process, not a
discrete set of skills
 Information literacy
represents a shift in thinking
and it must be reinforced
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt
Asa H. Gordon Library Savannah State University
 Increasing complexity of the local
information environment
 Emphasis on the use of technology
in the classroom
 Emphasis on student research at the
undergraduate and graduate levels
Asa H. Gordon Library Savannah State University
Shared responsibility of all educators and
information providers
 Requires collaboration of teaching faculty
and librarians
 Must be integrated into courses at all
levels to provide reinforcement of skills
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(http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept
and
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )
Asa H. Gordon Library Savannah State University
Standard One: Know
Standard Two: Access
Standard Three: Evaluate
Standard Four: Use
Standard Five: Ethical/Legal
Asa H. Gordon Library Savannah State University
“The information literate student determines
the nature and extent of the information
needed… student defines and articulates the
need for information..”
Keep a research log of books, databases and
search engines used. Reflect on whether topic
and question can be researched and
completed within the timetable of the
semester.
Asa H. Gordon Library Savannah State University
“The information literate student accesses
needed information effectively and
efficiently.”
Students learn to use a particular database or
sets of databases; learn techniques like
subject searching and/or Boolean logic; learn
how to broaden or narrow a search; and learn
how to retrieve information from the
Libraries’ print and electronic collections.
Asa H. Gordon Library Savannah State University
“The information literate student evaluates
information and its sources critically and
incorporates selected information into his or
her knowledge base and value system.”
Give students two Web sources of information
on a topic to evaluate; then, have them
locate, present, and justify a credible Web
source on the same topic.
Asa H. Gordon Library Savannah State University
Wikipedia is Pervasive in the world of one stop
research shopping with students.
Show your students the Colbert Report :
“Wikiality.”
http://www.comedycentral.com/motherload/index.jhtml?ml_video=72347
Asa H. Gordon Library Savannah State University
“The information literate student, individually
or as a member of a group, uses information
effectively to accomplish a specific purpose.”
Students locate a list of reliable websites on a
topic, and create brochure on that topic
based upon information from those sites, and
including the sites as further reading.
Asa H. Gordon Library Savannah State University
“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.”
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Each student will identify a topic of current
national interest, and write a letter to the
editor of a local newspaper expressing his/her
opinion on the subject.
Asa H. Gordon Library Savannah State University
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Work in small groups to critically examine
one another's letters and to identify any
dubious statements.
Each student will substantiate those
statements which were singled out as
needing more convincing evidence or
authority. Research should be conducted
with documentation in the form of notes and
a bibliography.
Asa H. Gordon Library Savannah State University
 Research journal
 Research portfolio
 Annotated bibliography
 Essay examination
 Self-assessment
 1 Minute Paper
 Rubrics
 Pre- and post- tests
(from: http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/advocate/advocateil.cfm#dept
and http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/using/infolit-highered.ppt )
Asa H. Gordon Library Savannah State University
The student used a variety of resources, citing them
accurately.
 The research question chosen for the paper was
succinct and clear.
 The topic chosen was sufficiently narrow to allow
the student to research it thoroughly.
 The bibliography demonstrated that the student
had chosen those resources most pertinent to the
research question rather than listing everything
available on the topic.
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Asa H. Gordon Library Savannah State University
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The student's paper demonstrated that the
student:
 could distinguish between fact and fiction.
 could differentiate between relevant and irrelevant
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information.
identified unsubstantiated statements, inconsistencies,
errors, and omissions.
identified bias, stereotyping, or incorrect assumptions.
could compare and contrast different points of view
properly.
included his/her original ideas.
Asa H. Gordon Library Savannah State University
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Librarians help to identify appropriate information
literacy objectives, recommend sources that fit
course goals, provide instruction targeted to the
specific assignment, and work individually with
students on their projects.
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Faculty incorporate information literacy objectives
into courses, develop assignments that provide
students with opportunities to practice and
strengthen their information literacy skills, plan
accompanying instruction, and assess information
literacy outcomes.
Asa H. Gordon Library Savannah State University

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