Information Literacy Savannah State University June 13, 2009

Purpose Facilitate understanding of roles & responsibility Facilitate understanding of roles & responsibility Clarify expectations Clarify expectations Information Literacy standards Information Literacy standards Determine Savannah State standards Determine Savannah State standards Student centered information literacy Student centered information literacy Sustainability/Visibiliy/Collaboration Sustainability/Visibiliy/Collaboration

Information Literacy

Overview Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

Key Outcome for College Students Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life.

Information literacy Is common to all: disciplines disciplines learning environments learning environments levels of education levels of education

Information Literacy Enables learners to: master content master content extend their investigations extend their investigations become more self-directed become more self-directed assume greater control over their own learning assume greater control over their own learning

Information Literacy help students: Determine information need extent Determine information need extent Access information effectively and efficiently Access information effectively and efficiently Evaluate information and its sources critically Evaluate information and its sources critically Incorporate selected information into their knowledge base Incorporate selected information into their knowledge base Use information effectively Use information effectively Understand the economic, legal, and social issues surrounding the use of information Understand the economic, legal, and social issues surrounding the use of information Access and use information ethically and legally Access and use information ethically and legally

Ice Breaker

Ice Breaker Instructions 1. Your assignment is to find ten things that you have in common, with every other person in the group, that has nothing to do with work. 2. Do not include body parts (we all have legs; we all have arms) and no clothing (we all wear shoes, we all wear pants).

Roles & Responsibilities Expectations

RRE Exercise Break into 3 groups Break into 3 groups Group 1 – All Faculty (4-5 people) Group 1 – All Faculty (4-5 people) Group 2 – All Librarians (4-5 people) Group 2 – All Librarians (4-5 people) Group 3 – Faculty & Library Staff (4-5 people) Group 3 – Faculty & Library Staff (4-5 people) On a Flipchart Page List 3-5 Expectations of the Roles/Responsibilities of Faculty & 3-5 of Librarians for this Information Literacy Program. On a Flipchart Page List 3-5 Expectations of the Roles/Responsibilities of Faculty & 3-5 of Librarians for this Information Literacy Program.

Roles & Responsibility Faculty Faculty lecture and lead discussions lecture and lead discussions establish the context for learning establish the context for learning inspire students to explore the unknown, inspire students to explore the unknown, offer guidance on how best to fulfill information needs offer guidance on how best to fulfill information needs monitor students’ progress monitor students’ progress Academic Librarians Academic Librarians coordinate the evaluation and selection of intellectual resources for programs and services; coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information organize, and maintain collections and many points of access to information provide instruction to students and faculty who seek information. Administrators provide instruction to students and faculty who seek information. Administrators create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for these programs, lead in planning and budgeting for these programs, provide ongoing resources to sustain Information Literacy Programs provide ongoing resources to sustain Information Literacy Programs

Information Literacy Strategies

The Big 6 1. Task Definition 1. Task Definition 2. Information Seeking Strategies 2. Information Seeking Strategies 3. Location and Access 3. Location and Access 4. Use of Information 4. Use of Information 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

Strategies Resource Based Learning Problem Based Learning Problem Based Learning Inquiry Based Learning Inquiry Based Learning Project Based Learning Project Based Learning

Resource-based Learning Actively involves students, faculty and librarians in the effective use of a wide range of print, non print and human resources. Actively involves students, faculty and librarians in the effective use of a wide range of print, non print and human resources.

Fosters the development of individual students by accommodating their: accommodating their: varied interests, experiences, learning styles, needs ability levels

What Does Resource-Based Learning Look Like? Resource-based Learning Centers (preselected resources – Reserves & Digital Reserves) Resource-based Learning Centers (preselected resources – Reserves & Digital Reserves) Projects, Papers, and Other Information Projects, Papers, and Other Information Authentic Research Assignments Authentic Research Assignments Internet-Based Projects Internet-Based Projects

Problem based learning provides opportunities to: examine and try out what you know examine and try out what you know discover what you need to learn discover what you need to learn develop your people skills for achieving higher performance in teams develop your people skills for achieving higher performance in teams improve your communications skills improve your communications skills state and defend positions with evidence and sound argument state and defend positions with evidence and sound argument become more flexible in processing information and meeting obligations become more flexible in processing information and meeting obligations practice skills that you will need after your education practice skills that you will need after your education

Problem Based Learning 1. Read and analyze the scenario and situation. Check your understanding of the scenario and situation by discussing it within your team. 1. Read and analyze the scenario and situation. Check your understanding of the scenario and situation by discussing it within your team. 2. List hypotheses, ideas, or hunches. Write in a list your theories or hypotheses about the cause of the problem or ideas about how to solve the problem. 2. List hypotheses, ideas, or hunches. Write in a list your theories or hypotheses about the cause of the problem or ideas about how to solve the problem. 3. List what is known. On a sheet of paper, make a heading entitled "What do we know?" As a team, list everything your team knows about this situation, including, information contained in the scenario. 3. List what is known. On a sheet of paper, make a heading entitled "What do we know?" As a team, list everything your team knows about this situation, including, information contained in the scenario. 4. List what is unknown. Make a second heading entitled "What do we need to know?" Prepare a list of team questions that need to be answered to solve the problem. 4. List what is unknown. Make a second heading entitled "What do we need to know?" Prepare a list of team questions that need to be answered to solve the problem.

PBL Continues 5. List what needs to be done. Make a third heading entitled "What should we do?" List your plans for investigation. These plans may include questioning an expert, getting online data, or visiting a library to find answers to the questions. 5. List what needs to be done. Make a third heading entitled "What should we do?" List your plans for investigation. These plans may include questioning an expert, getting online data, or visiting a library to find answers to the questions. 6. Develop a problem statement. Write a one or two sentence idea that clearly identifies what your team is trying to solve, produce, respond to, test, or find out. 6. Develop a problem statement. Write a one or two sentence idea that clearly identifies what your team is trying to solve, produce, respond to, test, or find out. 7. Gather information. Divide responsibility for gathering, organizing, analyzing, and interpreting information from many sources. Exchange ideas; think about solutions; weigh alternatives; and consider the pros and cons. 7. Gather information. Divide responsibility for gathering, organizing, analyzing, and interpreting information from many sources. Exchange ideas; think about solutions; weigh alternatives; and consider the pros and cons. 8. Present findings. Prepare a report or presentation in which you and your team make recommendations, predictions, inferences, or other appropriate solutions to the problem. 8. Present findings. Prepare a report or presentation in which you and your team make recommendations, predictions, inferences, or other appropriate solutions to the problem.

What does problem based learning (PBL) look like? learners typically organized in small groups learners typically organized in small groups Includes instructor, faculty person, or facilitator Includes instructor, faculty person, or facilitator series of problems are provided to learners series of problems are provided to learners guidance provided early in the PBL process guidance provided early in the PBL process guidance is faded as: guidance is faded as: learners gain expertise learners gain expertise group members feel more confident with the subject matter group members feel more confident with the subject matter group become more competent with the learned procedures. group become more competent with the learned procedures.

PBL Illustrated

Inquiry Based Learning Inquiry based learning is a technique whereby a professor involves students in the learning process through focusing on questions, through problem-solving activities, and the use of critical thinking. Inquiry based learning is a technique whereby a professor involves students in the learning process through focusing on questions, through problem-solving activities, and the use of critical thinking.

What essential skills, requiring direct instruction, will you provide to ensure that all students successfully engage in the inquiry process? Cooperative group learning (What does it look like? What does it sound like? How does one phrase responses?) Cooperative group learning (What does it look like? What does it sound like? How does one phrase responses?) 1 inch (recall), 1 foot (comprehension), and 1 yard (synthesis) questions 1 inch (recall), 1 foot (comprehension), and 1 yard (synthesis) questions key words and synonyms key words and synonyms using various types of sources: online dictionary, thesaurus, library catalogs, databases, experts, books, Internet, etc. using various types of sources: online dictionary, thesaurus, library catalogs, databases, experts, books, Internet, etc. understanding URLs understanding URLs using the Web including Boolean Operators using the Web including Boolean Operators choosing the best web sites choosing the best web sites

Inquiry Based Learning using reference sources online using reference sources online evaluating sources: relevancy, accuracy, authority, point of view, etc. evaluating sources: relevancy, accuracy, authority, point of view, etc. highlighting information highlighting information note taking (web sites, books, videos) note taking (web sites, books, videos) concept mapping concept mapping writing paragraphs writing paragraphs using a rubric using a rubric using PowerPoint using PowerPoint citing sources citing sources

10 Tips of Inquiry Based Learning Give yourself time to prepare. Inquiry-based learning involves much more prep time than other lessons. It is important to give yourself proper time when preparing such lessons. Give yourself time to prepare. Inquiry-based learning involves much more prep time than other lessons. It is important to give yourself proper time when preparing such lessons. Using collaborative learning. Inquiry-based learning generally works best in a collaborative setting. Divide your class into small groups. Give each group a question that they will work on together, and then let them develop a project based on the question that supports their answer. Using collaborative learning. Inquiry-based learning generally works best in a collaborative setting. Divide your class into small groups. Give each group a question that they will work on together, and then let them develop a project based on the question that supports their answer. Age-appropriate activities. This approach to learning works well with any age group and with any subject. The key is to make sure that you develop lesson plans that are age-appropriate. Since much of the planning falls on your shoulders, you need to keep your students abilities in mind at all times. Age-appropriate activities. This approach to learning works well with any age group and with any subject. The key is to make sure that you develop lesson plans that are age-appropriate. Since much of the planning falls on your shoulders, you need to keep your students abilities in mind at all times.

Developing good questions. Inquiry-based learning is based on answering questions. Your job is to develop strong questions that are applicable to your lessons. Make sure your questions are open-ended, giving students the ability to think out of the box. Developing good questions. Inquiry-based learning is based on answering questions. Your job is to develop strong questions that are applicable to your lessons. Make sure your questions are open-ended, giving students the ability to think out of the box. Incorporate discovery into lessons. Giving students a chance to discover things on their own can make concepts click to where they understand what is being taught. Add questions to your lessons whereby students have to explore to find the answers. Incorporate discovery into lessons. Giving students a chance to discover things on their own can make concepts click to where they understand what is being taught. Add questions to your lessons whereby students have to explore to find the answers.

Incorporate observation into lessons. "Seeing is believing." Some students gain an advantage in learning when they have the opportunity to observe what is being taught. Conduct an experiment or create a mystery box. (give student teams a sealed box - create a scenario about the object in the box. Incorporate observation into lessons. "Seeing is believing." Some students gain an advantage in learning when they have the opportunity to observe what is being taught. Conduct an experiment or create a mystery box. (give student teams a sealed box - create a scenario about the object in the box. Use measurement in lessons. This approach is best used with scientific lessons. When a student is given a chance to measure progress it helps them learn important concepts. Use measurement in lessons. This approach is best used with scientific lessons. When a student is given a chance to measure progress it helps them learn important concepts.

Use model-building exercises in lessons. Give your students something they can identify that can be changed into something else. Label the identifier as "A" and the change it can make as "B." Now have them make a model of "B" and then explain how the transformation takes place. Use model-building exercises in lessons. Give your students something they can identify that can be changed into something else. Label the identifier as "A" and the change it can make as "B." Now have them make a model of "B" and then explain how the transformation takes place. Incorporate design techniques into lessons. This approach is best used with scientific lessons. This is a student's chance to design something physical and use it to prove or disprove a theory. Incorporate design techniques into lessons. This approach is best used with scientific lessons. This is a student's chance to design something physical and use it to prove or disprove a theory. Incorporate hands-on activities in lessons. Any opportunity to let students work with their hands is a good way to use inquiry- based learning. Hands-on activities can be used in all subjects. Incorporate hands-on activities in lessons. Any opportunity to let students work with their hands is a good way to use inquiry- based learning. Hands-on activities can be used in all subjects.

Project-based Learning An approach to learning focuses on developing a product or creation. The project may or may not be student- centered, problem-based, or inquiry- based. An approach to learning focuses on developing a product or creation. The project may or may not be student- centered, problem-based, or inquiry- based.

Project-based Learning A classic project-based learning activity usually involves 4 basic elements: A classic project-based learning activity usually involves 4 basic elements: (1) an extended time frame; (1) an extended time frame; (2) collaboration; (2) collaboration; (3) inquiry, investigation, and research; (3) inquiry, investigation, and research; (4) the construction of an artifact or performance of a consequential task. (4) the construction of an artifact or performance of a consequential task.

Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual provides a framework for assessing the information literate individual The competencies outline the process by which faculty, librarians and others pinpoint specific indicators that identify a student as information literate. The competencies outline the process by which faculty, librarians and others pinpoint specific indicators that identify a student as information literate.

Information Literacy and Assessment The competencies include: The competencies include: five standards five standards twenty-two performance indicators twenty-two performance indicators The standards focus on the needs of students in higher education at all levels. The standards focus on the needs of students in higher education at all levels. The standards also list a range of outcomes for assessing student progress toward information literacy. The standards also list a range of outcomes for assessing student progress toward information literacy. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institution’s unique mission. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institution’s unique mission.

Information Literacy Competency Standards for Higher Education Standards, Performance Indicators, and Outcomes

Standard One The information literate student determines the nature and extent of the information needed. The information literate student determines the nature and extent of the information needed.

Performance Indicators: 1. The information literate student defines and articulates the need for information. Outcomes Include: Outcomes Include: Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need Develops a thesis statement and formulates questions based on the information need Develops a thesis statement and formulates questions based on the information need Explores general information sources to increase familiarity with the topic Explores general information sources to increase familiarity with the topic Defines or modifies the information need to achieve a manageable focus Defines or modifies the information need to achieve a manageable focus Identifies key concepts and terms that describe the information need Identifies key concepts and terms that describe the information need Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

Performance Indicators: 2. The information literate student identifies a variety of types and formats of potential sources for information. Outcomes Include: Outcomes Include: Knows how information is formally and informally produced, organized, and disseminated Knows how information is formally and informally produced, organized, and disseminated Recognizes that knowledge can be organized into disciplines that influence the way information is accessed Recognizes that knowledge can be organized into disciplines that influence the way information is accessed Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline Realizes that information may need to be constructed with raw data from primary sources Realizes that information may need to be constructed with raw data from primary sources

Performance Indicators: 3. The information literate student considers the costs and benefits of acquiring the needed information. Outcomes Include: Outcomes Include: Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context Defines a realistic overall plan and timeline to acquire the needed information Defines a realistic overall plan and timeline to acquire the needed information

Performance Indicators: 4. The information literate student reevaluates the nature and extent of the information need. Outcomes Include: Outcomes Include: Reviews the initial information need to clarify, revise, or refine the question Reviews the initial information need to clarify, revise, or refine the question Describes criteria used to make information decisions and choices Describes criteria used to make information decisions and choices

Standard Two The information literate student accesses needed information effectively and efficiently. The information literate student accesses needed information effectively and efficiently.

Performance Indicators: 1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. Outcomes Include: Outcomes Include: Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) Investigates benefits and applicability of various investigative methods Investigates benefits and applicability of various investigative methods Investigates the scope, content, and organization of information retrieval systems Investigates the scope, content, and organization of information retrieval systems Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system

Performance Indicators: 2. The information literate student constructs and implements effectively-designed search strategies. Outcomes Include: Outcomes Include: Develops a research plan appropriate to the investigative method Develops a research plan appropriate to the investigative method Identifies keywords, synonyms and related terms for the information needed Identifies keywords, synonyms and related terms for the information needed Selects controlled vocabulary specific to the discipline or information retrieval source Selects controlled vocabulary specific to the discipline or information retrieval source Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters Implements the search using investigative protocols appropriate to the discipline Implements the search using investigative protocols appropriate to the discipline

Performance Indicators: 3. The information literate student retrieves information online or in person using a variety of methods. Outcomes Include: Outcomes Include: Uses various search systems to retrieve information in a variety of formats Uses various search systems to retrieve information in a variety of formats Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners) Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information

Performance Indicators: 4. The information literate student refines the search strategy if necessary. Outcomes Include: Outcomes Include: Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized Identifies gaps in the information retrieved and determines if the search strategy should be revised Identifies gaps in the information retrieved and determines if the search strategy should be revised Repeats the search using the revised strategy as necessary Repeats the search using the revised strategy as necessary

Performance Indicators: 5. The information literate student extracts, records, and manages the information and its sources. Outcomes Include: Outcomes Include: Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) Creates a system for organizing the information Creates a system for organizing the information Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources Records all pertinent citation information for future reference Records all pertinent citation information for future reference Uses various technologies to manage the information selected and organized Uses various technologies to manage the information selected and organized

Standard Three The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators: 1. The information literate student summarizes the main ideas to be extracted from the information gathered. Outcomes Include: Outcomes Include: Reads the text and selects main ideas Reads the text and selects main ideas Restates textual concepts in his/her own words and selects data accurately Restates textual concepts in his/her own words and selects data accurately Identifies verbatim material that can be then appropriately quoted Identifies verbatim material that can be then appropriately quoted

Performance Indicators: 2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Outcomes Include: Outcomes Include: Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias Analyzes the structure and logic of supporting arguments or methods Analyzes the structure and logic of supporting arguments or methods Recognizes prejudice, deception, or manipulation Recognizes prejudice, deception, or manipulation Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information

Performance Indicators: 3. The information literate student synthesizes main ideas to construct new concepts. Outcomes Include: Outcomes Include: Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena

Performance Indicators: 4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Outcomes Include: Outcomes Include: Determines whether information satisfies the research or other information need Determines whether information satisfies the research or other information need Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources Draws conclusions based upon information gathered Draws conclusions based upon information gathered Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions Integrates new information with previous information or knowledge Integrates new information with previous information or knowledge Selects information that provides evidence for the topic Selects information that provides evidence for the topic

Performance Indicators: 5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences. Outcomes Include: Outcomes Include: Investigates differing viewpoints encountered in the literature Investigates differing viewpoints encountered in the literature Determines whether to incorporate or reject viewpoints encountered Determines whether to incorporate or reject viewpoints encountered

Performance Indicators: 6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. Outcomes Include: Outcomes Include: Participates in classroom and other discussions Participates in classroom and other discussions Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., , bulletin boards, chat rooms) Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., , bulletin boards, chat rooms) Seeks expert opinion through a variety of mechanisms (e.g., interviews, , listservs) Seeks expert opinion through a variety of mechanisms (e.g., interviews, , listservs)

Performance Indicators: 7. The information literate student determines whether the initial query should be revised. Outcomes Include: Outcomes Include: Determines if original information need has been satisfied or if additional information is needed Determines if original information need has been satisfied or if additional information is needed Reviews search strategy and incorporates additional concepts as necessary Reviews search strategy and incorporates additional concepts as necessary Reviews information retrieval sources used and expands to include others as needed Reviews information retrieval sources used and expands to include others as needed

Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Performance Indicators: 1. The information literate student applies new and prior information to the planning and creation of a particular product or performance. Outcomes Include: Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context

Performance Indicators: 2. The information literate student revises the development process for the product or performance. Outcomes Include: Outcomes Include: Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process Reflects on past successes, failures, and alternative strategies Reflects on past successes, failures, and alternative strategies

Performance Indicators: 3. The information literate student communicates the product or performance effectively to others. Outcomes Include: Outcomes Include: Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience Uses a range of information technology applications in creating the product or performance Uses a range of information technology applications in creating the product or performance Incorporates principles of design and communication Incorporates principles of design and communication Communicates clearly and with a style that supports the purposes of the intended audience Communicates clearly and with a style that supports the purposes of the intended audience

Standard Five 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. 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.

Performance Indicators: 1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. Outcomes Include: Outcomes Include: Identifies and discusses issues related to privacy and security in both the print and electronic environments Identifies and discusses issues related to privacy and security in both the print and electronic environments Identifies and discusses issues related to free vs. fee-based access to information Identifies and discusses issues related to free vs. fee-based access to information Identifies and discusses issues related to censorship and freedom of speech Identifies and discusses issues related to censorship and freedom of speech Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material

Performance Indicators: 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Outcomes Include: Outcomes Include: Participates in electronic discussions following accepted practices (e.g. "Netiquette") Participates in electronic discussions following accepted practices (e.g. "Netiquette") Uses approved passwords and other forms of ID for access to information resources Uses approved passwords and other forms of ID for access to information resources Complies with institutional policies on access to information resources Complies with institutional policies on access to information resources Preserves the integrity of information resources, equipment, systems and facilities Preserves the integrity of information resources, equipment, systems and facilities Legally obtains, stores, and disseminates text, data, images, or sounds Legally obtains, stores, and disseminates text, data, images, or sounds Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own Demonstrates an understanding of institutional policies related to human subjects research Demonstrates an understanding of institutional policies related to human subjects research

Performance Indicators: 3. The information literate student acknowledges the use of information sources in communicating the product or performance. Outcomes Include: Outcomes Include: Selects an appropriate documentation style and uses it consistently to cite sources Selects an appropriate documentation style and uses it consistently to cite sources Posts permission granted notices, as needed, for copyrighted material Posts permission granted notices, as needed, for copyrighted material

Break for Lunch

Savannah State Mission Statement The University's mission is to graduate students prepared to perform at higher levels of economic productivity, social responsibility, and excellence in their chosen fields of endeavor in a changing global community. The University's mission is to graduate students prepared to perform at higher levels of economic productivity, social responsibility, and excellence in their chosen fields of endeavor in a changing global community.

Information Literacy Issues at Savannah State University

Select the Standards

Student Centered Information Literacy

Characteristics of Programs of Information Literacy that Illustrate Best Practices Category 1: Mission Category 1: Mission A mission statement for an information literacy program: A mission statement for an information literacy program: includes a definition of information literacy; includes a definition of information literacy; is consistent with the “Information Literacy Competency Standards for Higher Education” [ is consistent with the “Information Literacy Competency Standards for Higher Education” [ corresponds with the mission statements of the institution; corresponds with the mission statements of the institution; corresponds with the format of related institutional documents; corresponds with the format of related institutional documents; clearly reflects the contributions of and expected benefits to all institutional constituencies; clearly reflects the contributions of and expected benefits to all institutional constituencies; appears in appropriate institutional documents; appears in appropriate institutional documents; assumes the availability of and participation in relevant lifelong learning options for all—faculty, staff, and administration; and assumes the availability of and participation in relevant lifelong learning options for all—faculty, staff, and administration; and is reviewed periodically and, if necessary, revised. is reviewed periodically and, if necessary, revised.

Category 2: Goals and Objectives Goals and objectives for an information literacy program: Goals and objectives for an information literacy program: are consistent with the mission, goals, and objectives of programs, departments, and the institution; are consistent with the mission, goals, and objectives of programs, departments, and the institution; establish measurable outcomes for evaluation for the program; establish measurable outcomes for evaluation for the program; reflect sound pedagogical practice; reflect sound pedagogical practice; accommodate input from various constituencies; accommodate input from various constituencies; articulate the integration of information literacy across the curriculum; articulate the integration of information literacy across the curriculum; accommodate student growth in skills and understanding throughout the college years; accommodate student growth in skills and understanding throughout the college years; apply to all learners, regardless of delivery system or location; apply to all learners, regardless of delivery system or location; reflect the desired outcomes of preparing students for their academic pursuits and for effective lifelong learning; and reflect the desired outcomes of preparing students for their academic pursuits and for effective lifelong learning; and are evaluated and reviewed periodically. are evaluated and reviewed periodically.

Category 3: Planning Planning for an information literacy program: Planning for an information literacy program: articulates its mission, goals, objectives, and pedagogical foundation; articulates its mission, goals, objectives, and pedagogical foundation; anticipates and addresses current and future opportunities and challenges; anticipates and addresses current and future opportunities and challenges; is tied to library and institutional information technology planning and budgeting cycles; is tied to library and institutional information technology planning and budgeting cycles; incorporates findings from environmental scans; incorporates findings from environmental scans; accommodates program, department, and institutional levels; accommodates program, department, and institutional levels; involves students, faculty, librarians, administrators, and other constituencies as appropriate to the institution; involves students, faculty, librarians, administrators, and other constituencies as appropriate to the institution;

establishes formal and informal mechanisms for communication and ongoing dialogue across the academic community; establishes formal and informal mechanisms for communication and ongoing dialogue across the academic community; establishes the means for implementation and adaptation; establishes the means for implementation and adaptation; addresses, with clear priorities, human, technological and financial resources, current and projected, including administrative and institutional support; addresses, with clear priorities, human, technological and financial resources, current and projected, including administrative and institutional support; includes mechanisms for articulation with the curriculum; includes mechanisms for articulation with the curriculum; includes a program for professional, faculty, and staff development; and includes a program for professional, faculty, and staff development; and establishes a process for assessment at the outset, including periodic review of the plan to ensure flexibility. establishes a process for assessment at the outset, including periodic review of the plan to ensure flexibility.

Category 4: Administrative and Institutional Support Administration within an institution: Administration within an institution: identifies or assigns information literacy leadership and responsibilities; identifies or assigns information literacy leadership and responsibilities; plants information literacy in the institution’s mission, strategic plan, policies, and procedures; plants information literacy in the institution’s mission, strategic plan, policies, and procedures; provides funding to establish and ensure ongoing support for -- formal and informal teaching facilities and resources -- appropriate staffing levels -- professional development opportunities for librarians, faculty, staff, and administrators; and provides funding to establish and ensure ongoing support for -- formal and informal teaching facilities and resources -- appropriate staffing levels -- professional development opportunities for librarians, faculty, staff, and administrators; and recognizes and encourages collaboration among disciplinary faculty, librarians, and other program staff and among institutional units; recognizes and encourages collaboration among disciplinary faculty, librarians, and other program staff and among institutional units; communicates support for the program; communicates support for the program; rewards achievement and participation in the information literacy program within the institution’s system. rewards achievement and participation in the information literacy program within the institution’s system.

Category 5: Articulation with the Curriculum Articulation with the curriculum for an information literacy program: Articulation with the curriculum for an information literacy program: is formalized and widely disseminated; is formalized and widely disseminated; emphasizes student-centered learning; emphasizes student-centered learning; uses local governance structures to ensure institution-wide integration into academic or vocational programs; uses local governance structures to ensure institution-wide integration into academic or vocational programs; identifies the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level; identifies the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level; sequences and integrates competencies throughout a student’s academic career, progressing in sophistication; and sequences and integrates competencies throughout a student’s academic career, progressing in sophistication; and specifies programs and courses charged with implementation. specifies programs and courses charged with implementation.

Category 6: Collaboration Collaboration among disciplinary faculty, librarians, and other program staff in an information literacy program: Collaboration among disciplinary faculty, librarians, and other program staff in an information literacy program: centers around enhanced student learning and the development of lifelong learning skills; centers around enhanced student learning and the development of lifelong learning skills; engenders communication within the academic community to garner support for the program; engenders communication within the academic community to garner support for the program; results in a fusion of information literacy concepts and disciplinary content; results in a fusion of information literacy concepts and disciplinary content; identifies opportunities for achieving information literacy outcomes through course content and other learning experiences; and identifies opportunities for achieving information literacy outcomes through course content and other learning experiences; and takes place at the planning stages, delivery, assessment of student learning, and evaluation and refinement of the program. takes place at the planning stages, delivery, assessment of student learning, and evaluation and refinement of the program.

Category 7: Pedagogy Pedagogy for an information literacy program: Pedagogy for an information literacy program: supports diverse approaches to teaching; supports diverse approaches to teaching; incorporates appropriate information technology and other media resources; incorporates appropriate information technology and other media resources; includes active and collaborative activities; includes active and collaborative activities; encompasses critical thinking and reflection; encompasses critical thinking and reflection; responds to multiple learning styles; responds to multiple learning styles; supports student-centered learning; supports student-centered learning; builds on students’ existing knowledge; and builds on students’ existing knowledge; and links information literacy to ongoing coursework and real-life experiences appropriate to program and course level. links information literacy to ongoing coursework and real-life experiences appropriate to program and course level.

Category 8: Staffing Staff for an information literacy program: Staff for an information literacy program: include librarians, disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists, and others as needed; include librarians, disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists, and others as needed; serve as role models, exemplifying and advocating information literacy and lifelong learning; serve as role models, exemplifying and advocating information literacy and lifelong learning; are adequate in number and skills to support the program’s mission; are adequate in number and skills to support the program’s mission; develop experience in instruction/teaching and assessment of student learning; develop experience in instruction/teaching and assessment of student learning; develop experience in curriculum development and expertise to develop, coordinate, implement, maintain, and evaluate information literacy programs; develop experience in curriculum development and expertise to develop, coordinate, implement, maintain, and evaluate information literacy programs; employ a collaborative approach to working with others; employ a collaborative approach to working with others; receive and actively engage in systematic and continual professional development and training; receive and actively engage in systematic and continual professional development and training; receive regular evaluations about the quality of their contribution to the program. receive regular evaluations about the quality of their contribution to the program.

Category 9: Outreach Outreach activities for an information literacy program: Outreach activities for an information literacy program: communicate a clear message defining and describing the program and its value to targeted audiences; communicate a clear message defining and describing the program and its value to targeted audiences; provide targeted marketing and publicity to stakeholders, support groups and media channels; provide targeted marketing and publicity to stakeholders, support groups and media channels; target a wide variety of groups; target a wide variety of groups; use a variety of outreach channels and media, both formal and informal; use a variety of outreach channels and media, both formal and informal; include participation in campus professional development training by offering or co- sponsoring workshops and programs that relate to information literacy for faculty and staff; include participation in campus professional development training by offering or co- sponsoring workshops and programs that relate to information literacy for faculty and staff; advance information literacy by sharing information, methods and plans with peers from other institutions; and advance information literacy by sharing information, methods and plans with peers from other institutions; and are the responsibility of all members of the institution, not simply the librarians. are the responsibility of all members of the institution, not simply the librarians.

Category 10: Assessment/Evaluation Assessment/evaluation of information literacy includes program performance and student outcomes and: for program evaluation: Assessment/evaluation of information literacy includes program performance and student outcomes and: for program evaluation: establishes the process of ongoing planning/improvement of the program; establishes the process of ongoing planning/improvement of the program; measures directly progress toward meeting the goals and objectives of the program; measures directly progress toward meeting the goals and objectives of the program; integrates with course and curriculum assessment as well as institutional evaluations and regional/professional accreditation initiatives; and integrates with course and curriculum assessment as well as institutional evaluations and regional/professional accreditation initiatives; and assumes multiple methods and purposes for assessment/evaluation -- formative and summative -- short term and longitudinal; assumes multiple methods and purposes for assessment/evaluation -- formative and summative -- short term and longitudinal;

for student outcomes: acknowledges differences in learning and teaching styles by using a variety of appropriate outcome measures, such as portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, peer and self review, and experience; acknowledges differences in learning and teaching styles by using a variety of appropriate outcome measures, such as portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, peer and self review, and experience; focuses on student performance, knowledge acquisition, and attitude appraisal; focuses on student performance, knowledge acquisition, and attitude appraisal; assesses both process and product; assesses both process and product;process and productprocess and product includes student-, peer-, and self-evaluation; includes student-, peer-, and self-evaluation;

Information Literacy Sustainability The aims should always be the same: to communicate the power of knowledge to communicate the power of knowledge to develop in each student a sense of his or her responsibility to acquire knowledge and deepen insight through better use of information and related technologies to develop in each student a sense of his or her responsibility to acquire knowledge and deepen insight through better use of information and related technologies to instill a love of learning, a thrill in searching, and a joy in discovering to instill a love of learning, a thrill in searching, and a joy in discovering to teach young and old alike how to know when they have an information need and how to gather, synthesize, analyze, interpret, and evaluate the information around them. to teach young and old alike how to know when they have an information need and how to gather, synthesize, analyze, interpret, and evaluate the information around them.

Advocate for Information Literacy Work with small teams 1 st then branch out Work with small teams 1 st then branch out Be willing to do thing differently (real research) Be willing to do thing differently (real research) Have some fun with the process and people. Have some fun with the process and people. Involve the community Involve the community

Library Faculty Collaboration

Ideas for Collaboration How can the Librarians & Faculty collaborate more? How can the Librarians & Faculty collaborate more? How can a greater level of participation be encouraged? How can a greater level of participation be encouraged? What do your need to answer the question What’s in it for me? What do your need to answer the question What’s in it for me? What gets in the way? What gets in the way?

Faculty should: see themselves as a facilitators of student learning see themselves as a facilitators of student learning make use of an expansive array of information resources make use of an expansive array of information resources be familiar with and able to use selected databases, learning networks, reference materials, textbooks, journals, newspapers, magazines, and other resources be familiar with and able to use selected databases, learning networks, reference materials, textbooks, journals, newspapers, magazines, and other resources place a premium on problem solving and see that their classrooms are extended outward to encompass the learning resources of the library and the community. place a premium on problem solving and see that their classrooms are extended outward to encompass the learning resources of the library and the community.

Librarians should: View the instructional goals as an integral part of their responsibilities and actively contribute toward the ongoing professional development of faculty, staff and fellow librarians. View the instructional goals as an integral part of their responsibilities and actively contribute toward the ongoing professional development of faculty, staff and fellow librarians. Serve as members of curriculum and instructional teams Serve as members of curriculum and instructional teams Include faculty education programs that enhance the ability of faculty to use selected databases, networks, reference materials, administrative and instructional software packages, and new forms of learning technologies. Include faculty education programs that enhance the ability of faculty to use selected databases, networks, reference materials, administrative and instructional software packages, and new forms of learning technologies. Librarians should orient new faculty getting them involved early in the Information Literacy Program & Library usage. Librarians should orient new faculty getting them involved early in the Information Literacy Program & Library usage. New faculty should be assigned a library liaison who can demonstrate their commitment to thinking skills instruction and information literacy, and faculty who see themselves as learning facilitators should be relied upon to serve as role models. New faculty should be assigned a library liaison who can demonstrate their commitment to thinking skills instruction and information literacy, and faculty who see themselves as learning facilitators should be relied upon to serve as role models.

Spreading the Word

Marketing your program WOMM WOMM Special Events Special Events Orientations Orientations Classes Classes Faculty Meeting Faculty Meeting Community Meeting Community Meeting Faith Based or Community Based Partnerships Faith Based or Community Based Partnerships

Use inexpensive ideas Table tents Table tents Dorm Door Hangers Dorm Door Hangers Make Book Marks Make Book Marks Put Banners on the Website Put Banners on the Website Embed messages on webpages Embed messages on webpages Lunch and Learns Lunch and Learns Promote during National Library Week Promote during National Library Week

Elevator Speech