Information Literacy and the University Curriculum A Workshop Sponsored by CETLA and the University Howard University May 31 – June 2, 2006

Why a workshop on incorporating information resources in teaching? According to the Teaching, Learning, and Technology Committee at Howard, “in the hands of a skilled teacher, digital content promotes ‘collaborative, creative, and engaging student learning.”’

The Current Reality: Many Tech Savvy Students read less (print) write less (with pen and paper) don’t know about the wide variety of information choices available to them don’t know how to search bibliographic or full-text databases effectively don’t know how to evaluate information

Workshop Goals To highlight information services and resources to facilitate the information search process (ISP) To illustrate effective, transferable searching techniques To identify resources that may be used to enhance a course syllabus or particular assignments. To introduce librarians who may assist you.

Desired Outcome: Student-centered learning environments – the classroom, the library, the campus where Inquiry is the norm Problem solving is the focus. Thinking critically is the process.

Workshop Overview Information Literacy in Context: Information Seeking in the Learning Environment Initiation and Selection: Seeking Background Information & Locating Information Exploration and Formulation: Formulating Strategies and Finding Information Presenting and Using Information

What is Information Literacy?

The American Library Association defines Information Literacy (IL) as the ability to recognize when information is needed, and then to find, evaluate, use and communicate that information effectively.

The Middle States Commission on Higher Education defines “IL” as an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes … incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose;…and observing laws, regulations, and institutional policies related to the access and use of information.

Jeremy J. Shapiro and Shelley K. Hughes, “Information Literacy as a Liberal Art,” EDUCOM Review, 32(2), March/April 1996: Information literacy “…extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact.” IL is “as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society.”

Why the focus on Information Literacy? The Middle States’ Standards for Accreditation now include an information literacy component. All HU students need to know how to use information resources, whether online or in print. These research skills can be used in their school assignments, in their personal lives, and in their occupations.

The Information Search Process The information search process is a complex process of construction in which students progress from uncertainty to understanding. Uncertainty, confusion, and frustration are associated with vague, unclear thoughts about a topic or problem. As thoughts become more clearly focused, students report increased confidence and feeling more sure, satisfied, and relieved. Carol Collier Kuhthau

Stage 1: Initiation: Announcement of the research assignment The student experiences  Uncertainty  Apprehension  Vague ideas  Desire to seek background information The information literate student  Determines nature and extent of information needed  Attempts to articulate the need for information Association of College & Research Libraries (ACRL) Standard One

Stage 2: Selection Select topics to research The student finds that  Uncertainty gives way to elation and optimism once the topic is selected  He or she can begin to identify terms related to topic The information literate student  Identifies a variety of types and formats of potential sources of information relevant to the topic  Considers costs/benefits of acquiring information ACRL Standard One

Stage 3: Exploration Explore information to learn about topic. Student experiences  Confusion  Frustration  Doubt concerning topic  Doubt concerning ability to complete task The information literate student  Selects appropriate investigative method  Constructs and implements an effective search strategy  ACRL Standard 2

Stage 4: Formulation Form a focus or personal perspective The student  Has a narrower, more manageable focus  Clarifies issues to be discussed  Formulates a hypothesis The information literate student  Refines the search strategy  Extracts, records, and manages the information & its sources  ACRL Standard 2

Stage 5: Collection Gather pertinent information The student  Seeks and gathers relevant or focused information on topic  Has a sense of direction  Exhibits confidence  Exhibits increased interest in topic The information literate student  Evaluates information and its sources critically  Incorporates selected information into knowledge base or value system  ACRL Standards 3-4

Stage 6:Preparation & Presentation Prepare and present report or product The student  Experiences relief and satisfaction, or  Experiences disappointment with outcome  Has clearer focus and better understanding of issues The information literate student  Understands the economic, legal, and social issues  Uses information ethically and legally  ACRL Standard 5

What’s in it for your students? Students who are information literate will probably  produce quality research papers  make more effective oral presentations  use correct citations when writing or make appropriate attributions when speaking  plagiarize less

What’s in it for you? Deliverables for faculty who adapt the concepts or examples presented during the workshop include:  A list of web pages or articles that can be accessed via links embedded within the class website or a course management system like Blackboard  A syllabus that intentionally includes assignments that promote information competence  Representative assignments indicating that students are being asked to demonstrate selected information competence skills

Acknowledgments: Ideas for this presentation were drawn from  Presentations by Julie Baga, Delaware County Community College; Tina Hertel, Marywood University; Lisa Janicke Hinchliffe, Eastern Washington University; and the Information Competence Committee of the California State University at Chico.  Carol C. Kuhlthau, “Inside the Search Process: Information Seeking from the User’s Perspective,” Journal of the American Society for Information Science. 42(5): , 1991.

Special thanks to Dr. Teresa Redd and the staff of the Center for Excellence in Teaching, Learning, and Assessment

Workshop material is accessible at /WorkshopAgenda.htm Workshop material is also accessible at Course code: LIBR Course title: Information Resources for Teaching and Learning To self enroll, use “library” as access code.

For subject librarians, go to:  Arthuree McLaughlin Wright, Ph.D. Associate Director for Information, Research and Resource Services Howard University Libraries May 2006