Information Literacy and the General Education Curriculum Dianne Aldrich M.S.L.I.S.

What is Information Literacy? Determine the nature and extend of information needed Access the needed information effectively and efficiently Evaluate information and it’s sources critically Use information effectively to accomplish a specific purpose Access and use information ethically and legally

What does this look like at DSU? Information Literacy 1010 (LIB 1010) Online delivery Co-requisite with English 1010 Challenges Lack of context to apply new concepts A lot of information at once Not at the time of need Time management Class Size

General Education Program Learning outcomes Critical thinking and information literacy Integrating concepts into the curriculum What does this look like?

Models of Curriculum Integration Librarians create online modules that can be used by faculty Easily dropped in to existing assignments Modules can be edited Faculty and Librarians collaborate Tiered approach Combination of face to face sessions and modules Information literacy concepts build upon each other

Does this mean more work for faculty?

Integration Existing assignments: Annotated bibliographies Essays Research papers Presentations Others?

Benefits Faculty Students Quality resources Reduced plagiarism incidents More pleasant grading experience Students Less confusion Build competency in critical thinking and information literacy Recognize quality sources Avoids plagiarism Employable

What Next? Librarian and faculty collaboration Development of resources Customization of resources for specific classes and assignments General Education Assessment of information literacy outcomes Adjust as indicated through practice and assessment

Support from Librarians Will librarians still be available to come present in classes? Will librarians still provide research instruction and consultation at the reference desk? Will librarians still work with students on citations and formatting in different writing styles?

References Hartman, P., Newhouse, R., & Perry, V. (2014). Building a sustainable life science information literacy program using the train-the-trainer model. Retrieved from http://istl.org/14-summer/refereed1.html Johnson-Grau, G., Archambault, S. G., Acosta, E. S., & McLean, L. (2016). Patience, persistence, and process: Embedding a campus-wide information literacy program across the curriculum. The Journal of Academic Librarianship 42, 750-756. doi:10.1016/j.acalib.2016.10.013 Walton, G., & Hepworth, M. (2012). Using assignment data to analyse a blended information literacy intervention: A quantitative approach. Journal of Librarianship and Information Science 45(1), 53-63. doi: 10.1177/0961000611434999 Weiner, S. A. (2012). Who teaches information literacy competencies? Report of a study of faculty. Libraries Faculty and Staff Scholarship and Research, paper 59. doi:10.1080/87567555.2013.803949