Information Literacy ForTeaching & Learning: A Workshop For Faculty & Librarians Libraries & Educational Technologies Center for Faculty Innovation James Madison University Dr. Terrence Mech King’s College, Wilkes-Barre, PA May 9-11, 2006

Today’s High Education Articulation & assessment of outcomes Student centered approach to course & curriculum development Emphasis on student understanding & capabilities rather than fact-learning Emphasis on undergraduate research Preparing students to apply their knowledge in non-academic settings (NEA 2001)

From Teacher Centered to Learner Centered Cover the material VS. using the material Cover topics VS. mastering learning objectives Listening/reading VS. constructing knowledge through integration

From Teacher Centered to Learner Centered Lecture VS. active learning Sage on the stage VS. designer of learning environments Present VS. engage Grades VS. classroom assessment

Why Information literacy ? It draws on and builds on basic general education skills –Reading –Critical thinking & reasoning abilities –Written & oral communication skills It is actively student focused It is assessable

Information Literacy “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 Presidential Committee on Information Literacy: Final Report, 1989

Information Literacy: A Classic Liberal Art

Information Skills KnowKnow – Determine Need AccessAccess – Access Efficiently/Effectively Evaluate SourcesEvaluate Sources – Evaluate Critically Evaluate ContentEvaluate Content –Add to Knowledge & Values Use InformationUse Information – Accomplish Specific Purpose Do All Ethically/LegallyDo All Ethically/Legally – Understand Economic, Legal & Social Issues

Building Process Need a solid foundation to achieve new knowledge. Ability to determine information need Access resources Effective use of information resources Critical use & ethical application New Knowledge

Information Literacy’s Common Themes Recognizes a need for information Engages in information seeking behavior Explores, accesses and locates materials Interacts with the information to formulate hypotheses Synthesizes, interprets. organizes, applies and communicates the information Evaluates the results (Eisenberg & Brown, 1992)

Why Information Skills? Faculty want improvements in the quality of student work, more effective student research, & students taking more responsibility for their own learning Students want to complete assignments with less difficulty & more satisfaction Employers want to hire graduates who are “competent”, take responsibility, can solve problems, & produce new ideas

Why Information Skills? Content mastered by graduation is soon outdated or forgotten Ongoing personal & professional competence depends on knowing how to find, evaluate, & use information Ability to find data, absorb & synthesize key concepts, organize & present information are desirable “knowledge economy” skills

Why Information Skills? Common to all disciplines, to all learning environments, & levels of education Enables learners to master content, solve problems, & become critical & effective information consumers Recognizes that learning is a combination of content plus competencies

Why Information Skills? Society functions best when it has an educated, informed & productive citizenry. Easy access to information & good information skills are vital for a vibrant democracy.

“ Access to computers, computer applications, web-enhanced courses, and information resources such as books, journals, and databases does not translate into information literate students.” Developing Research & Communication Skills, p.6

Information literacy is not about libraries. Information literacy is about teaching and learning.

Metacognitive Approaches “How can students gain the skill to manage their own thinking, change unproductive search strategies, monitor their time and attention, know what they know and what they need to learn?” Diane Halpern

The Recursive Nature of Learning Determine the Information Needed Access Information Evaluate Information Use Information Understanding

The Recursive Nature of Learning Recursive questioning and searching –Promotes conscious regulation of the investigative process Through the continuous reprocessing of: InformationFindings Pro-forma conclusions Oswald Rattery

Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation → Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence doubt confidence Thoughtsvague →focused (cognitive) → increased interest Actions seeking relevant information →seeking pertinent information (physical) exploring documenting Carol Collier Kuhlthau, Information Search Process, Rutgers University

Information literacy is a curriculum issue.

Why Strong information skills have a positive effect on student academic success Information skills are best learned when integrated into the curriculum and taught in context Many courses already include information literacy concepts, although not explicitly Students often look to faculty and to each other to learn information skills

The Three Curricula One in the catalog One the professors teach One the students experience

An Information Literacy Curriculum is: University-wide Inquiry and resource based Makes effective use of instructional technologies and communication tools Learner centered Integrated with learning outcomes in general education and the disciplines

How is Information Literacy Achieved? Reinforcement in: freshmen & transition courses freshmen & transition courses lower & upper division GE courses lower & upper division GE courses junior level courses for transfer students junior level courses for transfer students major courses major courses honors programs honors programs service & experiential learning service & experiential learning senior capstone experiences senior capstone experiences

How is Information Literacy Achieved? Integrated into department learning outcomes Included on class syllabi Reflected in class assignments Assessed in GE and the major

Information literacy as an end in itself Information literacy as a means to an end

Cognitive development

Ways of Knowing. Baxter Magolda (1992 ) DomainsAbsolute Knowing Transitional Knowing Independent Knowing Contextual Knowing Nature of Knowledge ● Is certain or absolute ● Is partially certain and partially uncertain ● Is uncertain – everyone has own beliefs ● Is contextual; judge on basis of evidence in context Role of learner ● Obtains knowledge from instructor ● Understands knowledge ● Thinks for self ● Shares views with others ● Creates own perspective ● Exchanges and compares perspectives ● Thinks through problems ● Integrates and applies knowledge Role of instructor ● Communicates knowledge appropriately ● Ensures that students understand knowledge ● Uses methods aimed at understanding ● Employs methods that help apply knowledge ● Promotes independent thinking ● Promotes exchange of opinions ● Promotes application of knowledge in context ● Promotes evaluative discussion of perspectives ● Student and teacher critique each other

Why Information Literacy ? More time & energy students invest in activities related to desired outcomes, the more likely they are to achieve those outcomes Educationally effective institutions design experiences that channel students’ energies to purposeful activities

Whose Job is It? EverybodySomebodyAnybodyNobody

Questions?

Exercise & Discussion