Information literacy for Science Educators at CSULB Karin Griffin Hema Ramachandran Getting to the Root of STEM Education, CSUN, Dec 4, 2009 CSULB

OUTLINE Incorporating IL into science curriculum Birth of a collaboration, research, pitching it to the department Definition of science literacy Standards Developing program Feedback and evaluation Developing assignments Evaluating Web 2.0 Developing a Web 2.0 session

Birth of a Collaboration Discussion begins (Summer 2007) Explore ideas Engineering librarian: long interest in science literacy and science education Education Librarian: looking for avenues to collaborate more with faculty/department Research on science education, science literacy, science curriculum, standards etc. Exploring CSULB Science Education curriculum to incorporate information literacy

OECD Definition of Science Literacy Scientific literacy is the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through the human activity (2001)

More Definitions of Science Literacy… Science literacy is an active understanding of scientific methods and of the social, economic and cultural roles of science as they are conveyed through various media and it is thus built upon an ability to acquire, update and use relevant information about science (Sapp, 1992). The scientifically literate person accurately applies appropriate science concepts, principles, laws, and theories in interacting with his universe (Rubba and Anderson, 1978). In a word to become scientifically literate is to become an effective citizen (Shortland, 1988).

The Informed Global Citizen Science and technology permeates all aspects of daily life Understanding of science is a prerequisite for citizens to make informed decisions and be informed consumers Globalization requires us to understand science/technology

Evolution of the Science Curriculum Facts Just know it Isolated science Textbook Elite Individual Text is sole source Right answer, one way Multiple choice Themes and concepts Learning how Application in technology and implications for society Inquiry,/hands on For all students Cooperative groups Incorporate lab.,video, software, internet etc. Flexible solutions Authentic assessment This chart is from the chapter “Promoting Active Learning in the Sciences with the Internet” in Teaching with the Internet by Beverly Crane (2000)

Standards ACRL Cognitive NCATE AASL NSTA

ACRL: Information Literacy for Science and Engineering/Technology Summary of the unique aspects of this standard: Science, engineering, and technology disciplines pose unique challenges in identifying, evaluating, acquiring and using information Student knows how scientific, technical, and related information is formally and informally produced, organized, and disseminated Knowledgeable of sources that are specific to the field, e.g. gray literature, raw data, handbooks, patents, standards, material/equipment specifications, manuals of industrial processes and practices, product/proprietary literature. Recognizes the tradeoff between the value of the information and the time and cost to obtain it Use of information research to gain competitive advantage, track new products, improve processes, etc. and monitor competitors and their marketing strategies.

AASL: American Association of School Librarians Information Power: Building Partnerships for Learning (1998) has 9 standards for student learning Summary of four of them: The student who is: …information literate accesses information efficiently and effectively …information literate evaluates information critically and competently...information literate uses information accurately and creatively …an independent learner is information literate and pursues information related to personal interests

National Council for the Accreditation of Teacher Education NCATE states that student-teachers must be able to: Appropriately and effectively integrate technology and information literacy in instruction to support student and learning Essential vehicle for discussions with academic programs in teacher education.

National Science Teachers Association S tandards for Science Teacher Preparation (2003) According to Standards 6 & 7: Well-prepared science teachers: …should know how to effectively use various resources such as news media, libraries, resource centers and the Internet… …Identify ways to relate science to the community…and use community resources to promote the learning of science. …Involve students successfully in activities that relate science to…the resolution of issues important to the community…

Pitching the idea! Science Education librarian attends department meeting to make a proposal to embed session(s) in curriculum Two faculty show interest in idea for “Science Methods Program” Further discussions with Science Methods faculty and both librarians Faculty agree to librarians offering two sessions in Spring 2008

Science Methods Program Course Overview (SCED 475 & EDSS 450C): Objectives, strategies, materials and methods for teaching science to diverse populations at the elementary or secondary education levels

Info Literacy & Web 2.0 Tools for Science Educators Workshops Included the “Community & Technology Resources” required assignment options for both EDSS 450 & SCED 475

Objectives Teach information literacy to student-teachers Make student-teachers critical users of information which they in turn will impart to their students Highlight information and educational resources in the community (community college libraries, other academic libraries, public libraries and museums) Find creative ways to incorporate IL into the curriculum Use information literacy as an active learning tool Empower student-teachers to reach out to school librarians Develop professional development and lifelong learning skills

Traditional orientation with a twist! Alumni access Other academic libraries in the area Museums and other community resources In-class assignment Session 1:Spring 08

Incorporating information literacy into the curriculum Empowering teachers to approach librarians More challenging than in humanities and social sciences Session 2: Spring 08

Incorporating IL into Science curriculum More challenging Requires creativity and innovation Many examples in the literature SJSU Math 12 project

Examples Biographical and historical information of the person named in a theory/formula: (e.g. Pythagoras, Archimedes, Ohm etc.) Biographical information about inventor Climatic phenomena (weather, storms etc.) Disasters (Exxon Valdez, Hurricane Katrina. Tsunami) Events (e.g. any space exploration event!) Hot topics (global warming, biofuels, hybrid cars etc.) Launch of new technology (iPod, USB drive etc.) History of common household products (dishwasher, vacuum cleaner, telephone etc) How things work (e.g. air conditioner, windmills etc.)

Locating Lesson Plans CSULB Science Education Research Guide Kathy Shrock’s Guide for Educators (section on Science and Technology) Ask Eric MERLOT (Multimedia Education Resource for Learning and Online Teaching) Science Education Commons (sponsored by CSU for California Science Teachers) National Science Digital Library

Evaluation Sample Feedback Questions: What was the most helpful aspect of the session? The least? Did the session meet your expectations? How might it be improved? Would you recommend the session to other classmates?

Revision of program Using evaluation to revise our program (especially in terms of timing) Began investigation of Web 2.0 for educators (Summer 2008) Proposed new program: --combine Sessions 1 and 2 from previous semester into one session by adding an extra 30 minutes --Add a new session on Web 2.0

Evaluation of Web 2.0 tools Why use web 2.0 tools? Which ones are easy to implement and use?\ Cost Issues of security

Web 2.0 Tapas Science Education faculty liked our proposal! New session launched Fall 2008 “Tapas” or taste of Web 2.0 Give you food for thought! Session well received Good discussions!

Fall 2008: exercise in Wikispaces Simultaneous editing wiped out previous entries! Instructors’ worst nightmare! Spring 2009 exercise in Del.icio.us Worked like a charm! BUT Fall 2009 Del.icio.us requires Yahoo account Last minute change of assignment using YouTube and SciencebBlogs.com In-class assignment adventures!

Major challenge but at the same time a good way to keep current! Keeping up with Web 2.0!

Photo credits

Questions? See handout for references mentioned in presentation