© Eisenberg 2004 Mike Eisenberg The Information School University of Washington Information Literacy: Ensuring Effective Use of Information

© Eisenberg 2004 All Big6 resources available from: Linworth

© Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Why This is Important…

© Eisenberg 2004 “To ensure that students...are effective users of ideas and information.” Information Power: Building Partnerships for Learning, AASL and AECT, Why?

© Eisenberg 2004 What does this have to do with me? Is this what libraries are really about today? So What? YES!

© Eisenberg 2004 Problems Everyone – information access, overload, quality Students – gaining essential information knowledge & skills Schools – providing meaningful learning opportunities Librarians – becoming central “players” (delivery and recognition)

© Eisenberg 2004 Solution Active, engaged, vibrant library programs Highly knowledgeable and skilled librarians Programs and professionals directly focused on learning – in all types of libraries

© Eisenberg 2004 Example – Master’s Curriculum University of Washington Required Course: LIS 560 Instructional and Training Strategies for Information Professionals Develops knowledge and skills in instruction and training functions for library and information settings. Issues and strategies for learning and teaching. Design, development, and evaluation of information and technology literacy programs. Addresses the needs of users when designing and delivering instruction.

© Eisenberg 2004 Information Problem #1: Overload Information overload, information anxiety Just too much “stuff”; people can’t keep up.

© Eisenberg 2004 “More new information has been produced in the last 30 years than in the previous 5,000.” (Source: Large, P., The Micro Revolution, Revisited, 1984) Information Overload

© Eisenberg 2004 Today, a daily newspaper has more print information in it than a person would come across in an entire lifetime in the 17th Century. David Lewis “Introduction to Dying for Information,” Information Overload

© Eisenberg 2004 Solutions to Information Overload? Speed things up? Pack in more and more content? Add more technology?

© Eisenberg 2004 Speeding Up – The Solution?

© Eisenberg 2004 Speeding Up – The Solution?

© Eisenberg 2004 Solutions to Information Overload? Speed things up? Pack in more and more content? Add more technology?

© Eisenberg 2004 The Solution – Technology?

© Eisenberg 2004 The Solution – Technology?

© Eisenberg 2004 The World Wide Web geminfo.org sccac.lacoe.edu home.gvi.net/~edoig/ home.gvi.net/~edoig/western/ carla.acad.umn.edu/ polyglot.cal.msu.edu/clear/home.html larcnet.sdsu.edu// sfa.ed.gov trio.ume.maine.edu/~nceoa/nceoa.html

© Eisenberg geminfo.org sccac.lacoe.edu home.gvi.net/~edoig/ home.gvi.net/~edoig/western/ carla.acad.umn.edu/ polyglot.cal.msu.edu/clear/home.html larcnet.sdsu.edu// sfa.ed.gov trio.ume.maine.edu/~nceoa/nceoa.html

© Eisenberg 2004 Found 454,150 possible sites through Altavista. If spent 5 minutes on each, would take over 37,000 hours to review. Assuming at least that appear to be right on target. Using these meaningfully could easily take an additional hours. Total Potential time to spend: 635 days or almost 2 years!!!!! “Should my child be immunized? Are immunizations safe?” Overload: Example

© Eisenberg 2004 Library BooksTechnology It’s not print vs. digital

© Eisenberg 2004 Life It’s not air vs. water AirWater

© Eisenberg 2004 However… The amount of information available digitally will continue to increase dramatically. The percent of digital information and services used by people will continue to increase dramatically.

© Eisenberg 2004 When almost everything is digital? When services, resources, & info are increasingly provided virtually? Will we need libraries? ABSOLUTELY !! Our Time Is Now!!!

© Eisenberg 2004 Information Overload A Major Problem for Most PeopleA Major Problem for Most People A Major Opportunity for Libraries!A Major Opportunity for Libraries!

© Eisenberg 2004 Problems = Opportunities for Libraries RE Information overload; libraries can: –help people make sense of the glut of information through services (e.g., the 24/7 digital reference desk). –put new technologies to work. –fill the digital divide. –Teach essential information literacy skills!

© Eisenberg 2004 Problems = Opportunities for Libraries

© Eisenberg 2004 Computers today are one million times more powerful than those 20 years ago.

© Eisenberg Years Ago: 1983 Apple II IBM PC Compaq “portable” Mainframe, centralized control and services dominated

© Eisenberg 2004 In 20 years computers will be one million times more powerful than today!

© Eisenberg 2004 Today: Developing Information Technologies Tablet PC Wireless Convergence devices Wearable computers

© Eisenberg 2004 Information Problem #2: Quality

© Eisenberg 2004 Quality Researchers (Rand) checked out 6 health Web sites and 12 sites dedicated to specific diseases. How frequently Web sites are complete and accurate: U.S. News & World Report, June 4, 2001 v130 i22 p10

© Eisenberg 2004 Quality Breast cancer 63% Depression 44% Obesity 37% Childhood asthma 33% U.S. News & World Report, June 4, 2001 v130 i22 p10

© Eisenberg 2004 “More than 2/3 of teens said within the last year that they use the Internet as their major resource when doing a big project for school..." Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP ) Quality

© Eisenberg 2004 Information Overload Problem: Quality In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research! Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16. Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000,

© Eisenberg 2004 Quality The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows. But – just as interesting, when he was finally “uncovered,” Advice on the Net: Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001)

© Eisenberg 2004 Quality The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows. But – just as interesting, when he was finally “uncovered,” Advice on the Net: Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001) the demand for his advice still continued!

© Eisenberg 2004 The Solution? Discourage Web Use? Filtering?

© Eisenberg 2004 Helping people to be discriminating users of information! Helping people learn essential information & technology skills! INFORMATION LITERACY Alternative Solution

© Eisenberg 2004 “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.” American Library Association, 1989 Information Literacy

© Eisenberg 2004 Information Literacy Beyond location & access Beyond keyboarding or any particular software product The full range of information skills & technology skills within the information process.

© Eisenberg 2004 A Widely Recognized Need

© Eisenberg 2004 Survey of Valued Skills Fall Problem Solving Information Use Speaking Independent Work Technology Group Work Writing Reading

© Eisenberg 2004 Survey of UW Students Fresh 1998 Senior 2001 Diff 50%68%18%Defining and solving problems 42%72%30% Locating information needed to help decisions or solve problems 39%67%28% Working effectively with modern technology, especially computers 37%64%17%Critically analyzes written information 50%67%17%Writing effectively Rated their own competence as “very good” or “excellent”:

© Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Information Literacy Models AASL Information Literacy Standards – ACRL Information Literacy Standards –

© Eisenberg 2004 K – 12

© Eisenberg 2004 Information Literacy Independent Learning Social Responsibility AASL – Nine Information Literacy Standards for Student Learning

© Eisenberg accesses information efficiently and effectively. 2.evaluates information critically and competently. 3.uses information accurately and creatively. AASL – Nine Information Literacy Standards for Student Learning: INFORMATION LITERACY The student who is information literate

© Eisenberg pursues information related to personal interests. 5.appreciates literature and other creative expressions of information. 6.strives for excellence in information seeking and knowledge generation. The student who is an independent learner is information literate and: AASL – Nine Information Literacy Standards for Student Learning: INDEPENDENT LEARNING

© Eisenberg recognizes the importance of information to a democratic society. 8.practices ethical behavior in regard to information and information technology. 9.participates effectively in groups to pursue and generate information. The student who contributes positively to the learning community and to society is information literate and AASL – Nine Information Literacy Standards for Student Learning: SOCIAL RESPONSIBILITY

© Eisenberg 2004 Information Literacy Models, K12 Kuhlthau – The Information Search Process McKenzie – The Research Cycle (1995) Pappas/Tepe - Pathways to Knowledge Information Skills Stripling/Pitts Research Process Model Eisenberg/Berkowitz – The Big6

© Eisenberg Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Information Literacy The Big6 ™ Skills

© Eisenberg 2004 Information Literacy Models Eisenberg (1997)

© Eisenberg 2004 Higher Education

© Eisenberg 2004 Association of College Research Libraries (ACRL) Information Literacy Standards for Higher Education 5 Standards

© Eisenberg determines the nature and extent of the information needed. 2.The information literate student accesses needed information effectively and efficiently. ACRL: Information Literacy Competency Standards for Higher Education The information literate student

© Eisenberg evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4.individually or as a member of a group, uses information effectively to accomplish a specific purpose. The information literate student ACRL: Information Literacy Competency Standards for Higher Education

© Eisenberg understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. The information literate student ACRL: Information Literacy Competency Standards for Higher Education

© Eisenberg 2004 Big6ACRL Standards Task Definition 1. determines the nature and extent of the information needed. Information Seeking Strategies Location & Access 2. accesses needed information effectively and efficiently. Use of Information 3.evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Synthesis 3.incorporates selected information into his or her knowledge base and value system. 4.uses information effectively to accomplish a specific purpose. 5. uses information ethically and legally. Evaluation5. uses information ethically and legally.

© Eisenberg 2004 ACRL StandardsBig6 1. determines the nature and extent of the information needed. Task Definition Information Seeking Strategies 2. accesses needed information effectively and efficiently. Location & Access 3.evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Use of Information 3.incorporates selected information into his or her knowledge base and value system. 4.uses information effectively to accomplish a specific purpose. 5. uses information ethically and legally. Synthesis 5. uses information ethically and legally.Evaluation

© Eisenberg 2004 AOL Time Warner Foundation 21st Century Literacy –Media, technology and civic engagement Range of programs –Survey –Grants to innovative community-based organizations – Reports

© Eisenberg 2004 Partnership for 21st Century Skills 21st Century Literacy Skills Purpose – to define and incorporate into learning the skills that are necessary for every student's success in the 21st Century Offers reports, a companion guide, and self-assessment questionnaire for communities

© Eisenberg 2004 FITness: Fluency in Information Technology “What should everyone know about information technology?” Skills Concepts Capabilities Committee on Information Technology Literacy Computer Science and Telecommunications Board National Research Council,

© Eisenberg 2004 Information Literacy in Action

© Eisenberg Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Information Literacy The Big6 ™ Skills

© Eisenberg 2004 The Super 3 For the Very Young (preK – 1) The Super 3 Example: Making a picture of signs of Spring

© Eisenberg 2004 The Super 3 Beginning - Plan You are the main character in a story: Middle - Do End - Review

© Eisenberg 2004 Super 3 Lesson –book –computer –person –self Creating a “culture of citing” Use rubber stamps

© Eisenberg 2004

Assignment—Recycling 1 Create a picture book on recycling in your home or community. 4 Make a presentation (with multimedia aids) on recycling (3 different types or methods). 9 Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste. 14 Argumentative essay: Is recycling the answer to waste management?

© Eisenberg 2004 Task Definition 1.1Define the problem 1.2 Identify the information needed

© Eisenberg th Grade Social Studies Leon - Recycling project Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.

© Eisenberg 2004 Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources

© Eisenberg 2004 Lesson: Info Seeking Strategy Criteria

© Eisenberg 2004  easy to use  available  current  affordable  fun  on the topic (valid)  reliable/authoritative  accurate  precise  complete Lesson: Info Seeking Strategy Criteria

© Eisenberg 2004 Location & Access 3.1 Locate sources 3.2 Find information within sources

© Eisenberg 2004

Use of Information 4.1 Engage (read, hear, view) 4.2 Extract relevant information

© Eisenberg 2004 Synthesis 5.1 Organize 5.2 Present

© Eisenberg 2004 Evaluation 6.1 Judge the result 6.2 Judge the process

© Eisenberg 2004 Big6 Exercise p. 38

© Eisenberg 2004 Themes of the Big6 1.The Big6 process can be applied in all subjects, with people of all ages. The Big6 is not just for kids.

© Eisenberg 2004 Themes of the Big6 2. The Big6 is an adaptable and flexible; it can be applied to any information situation.

© Eisenberg 2004 Themes of the Big6 3. Using the Big6 is not always a linear, step- by-step process. TD ISS L&A UI S S E E

© Eisenberg 2004 The Big6: Not Linear

© Eisenberg 2004 The Big6: Non-Linear TD L&A UI ISS S S E E

© Eisenberg 2004 The Big6: Not Linear TD L&A UI S S E E ISS E E L&A UI ISS S S S S S S

© Eisenberg 2004 Themes of the Big6 4. Technology skills take on meaning within the Big6 process.

© Eisenberg 2004 The new A, B, C’s…?

© Eisenberg 2004 Technology?

© Eisenberg 2004 Technology - Out of Context Multimedia production (PowerPoint) ftp Programming Instant Messaging HTML Telnet Algorithms Video production Word processing Group discussion Use of operating systems Statistical analysis presentation Database management systems CAD/CAM Copy/paste Web page design Graphics Chat Web browsing Electronic indexes Web searching Online catalogs Electronic spreadsheets Upload/download Spell/grammar check Brainstorming software PDAs Inspiration Hyperstudio

© Eisenberg Word processing Group discussion Online catalogs Electronic indexes Web browsing Web searching Electronic spreadsheets Upload/download HTML Spell/grammar check Brainstorming software PDAs Video production Algorithms Instant Messaging Multimedia production (PowerPoint, Hyperstudio) ftp Chat Graphics Database management Inspiration Use of operating systems Web page design Copy/paste Statistical analysis presentation CAD/CAM Telnet Programming Better, But Still Out of Context

© Eisenberg 2004 Technology in Context TASK DEFINITION Students use , listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems INFO SEEKING STRATEGIES Students identify and assess computerized resources as they develop information seeking strategies toward their problem. LOCATION & ACCESS Students use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information. USE OF INFORMATION Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information. SYNTHESIS Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via , Web publishing, or other media. EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

© Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 How? CONTEXT!! WARNING! Teaching information & technology skills out of context is hazardous to your students’ health.

© Eisenberg 2004 Context #1: the process  information problem solving - the Big6 Context #2: technology in context  technology within the process Context #3: real needs in real situations  curriculum – assignments (papers, projects, tests)  work-related needs  personal needs How?

© Eisenberg Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Context #1: The Process The Big6 ™ Skills

© Eisenberg 2004 Technology in Context TASK DEFINITION Students use , listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems INFO SEEKING STRATEGIES Students identify and assess computerized resources as they develop information seeking strategies toward their problem. LOCATION & ACCESS Students use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information. USE OF INFORMATION Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information. SYNTHESIS Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via , Web publishing, or other media. EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

© Eisenberg 2004 Technology out of Context Link to PowerPoint File: “Killer Whales 1 – intro”

© Eisenberg 2004 Technology in Context Link to PowerPoint File: “Killer Whales 2 – organizing slides”

© Eisenberg 2004 Context #3: Real needs in real situations School - assignment for class, homework, paper, project, report, taking a test Life - selecting a movie, succeeding in sports, birthday gift Work - career choices, decision-making, briefings, reports

© Eisenberg 2004 Context Strategy Looking for “Big Juicies” Are important units/topics in the curriculum: have a longer duration reach many students involve a paper, report, project, or product use multiple resources involve a range of teaching methods

© Eisenberg 2004 Curriculum Context Implementation Coordination – Cooperation – Collaboration isolation

© Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

© Eisenberg 2004 Thanks for listening!