1. Critical Thinking in Information Literacy Program Gabrielle Wong May 2010

2. Introduction This set of slides illustrates the connection between information literacy and critical thinking. It conveys the message that:  Information literacy program can facilitate students’ intellectual development  The understanding of students' intellectual development is important for librarians to design effective program  To help students become life-long learners, and to highlight the value of library program in the context of university curriculum, it is important to make explicit the cognitive components in library teaching  Active learning is a popular strategies in facilitating deep learning 2 Gabrielle Wong © 2010

3. Table of Contents Introduction Critical Thinking  No single definition  Bloom’s Taxonomy of Thinking Skills  General Concept  Critical Thinking in Information Literacy  Critical Thinking and Information Literacy Student Development  Four Cognitive Stages: Perry’s Model  Relation to Critical Thinking  Freshmen  Implications to BI Active Learning  What  Why Information Literacy  Teaching  Promotion 3 Gabrielle Wong © 2010

4. Critical Thinking: No single definition Philosophers Psychologists  Logical reasoning in analyzing and constructing arguments  Problem solving process  Reflective thinking that is focused on deciding what to believe or do 4 Gabrielle Wong © 2010

5. Bloom’s Taxonomy of Thinking Skills Evaluation Synthesis Analysis Application Comprehension Recall/Knowledge 5 Gabrielle Wong © 2010

6. Critical Thinking: General Concept A critical thinker  uses “higher-order thinking skills”, such as analysis, synthesis and evaluation  reasons well in evaluating and constructing arguments  has high level of self-awareness  is open-minded  is well-informed  consciously controls her strategy in problem solving  possesses both skills and attitude to rational thinking 6 Gabrielle Wong © 2010

7. Critical Thinking in Information Literacy In the context of information literacy, critical thinking can be viewed as the ability to:  be consciously aware of one’s information needs and options  intentionally assess one’s effectiveness and appropriateness of search strategies, information selection and use 7 Gabrielle Wong © 2010

8. Critical Thinking and Information Literacy Information Literacy Critical Thinking Critical thinking skills and attitudes are necessary for being information literate Being information literate is essential for critical thinkers 8 Gabrielle Wong © 2010

9. Student Development  University students are not mature adults as we expect  Understanding their intellectual growth helps us look at our teaching from their perspectives 9 Gabrielle Wong © 2010

10. Four Cognitive Stages: Perry’s Model 4. Commitment – confident life-long learner 3. Relativity – understand the complexity of knowledge; recognize the needs to reason 2. Multiplicity – realize differences in points of view 1. Dualism – see the world as right or wrong, black or white; have little awareness of the complexity of knowledge 10 Gabrielle Wong © 2010

11. Relation to Critical Thinking  students at higher stages naturally use higher-order thinking skills more often  learning critical thinking helps them to move on to higher stages 11 Gabrielle Wong © 2010

12. Freshmen Studies found that 1 st -yr students are mostly dualistic:  right/wrong; model answer  textbook is facts  instructors have the authoritative answers  hard to understand different points of view They cannot understand why  one needs to consult different sources (“Google already gives me THE answer”)  the importance of evaluating information (“aren’t they all the same?”) 12 Gabrielle Wong © 2010

13. Implications to BI Much of ACRL standards require/assume students to be at Stage 3 or 4 that our students do not get to even when they graduate. Our teaching should  target at students’ developmental stages  help them move on to higher stages 13 Gabrielle Wong © 2010

14. What is Active Learning Based on the constructivist idea:  Knowledge is a personal construction, created by individuals as they question, experiment and experience  New knowledge is constructed and built on previous knowledge  Learners take an active role in learning while the instructor serves as a facilitator or guide  Concepts follow action, not precede it; activity leads to concepts 14 Gabrielle Wong © 2010

15. Why Adopt Active Learning  Active pedagogy is more effective than lecture, especially for teaching information literacy using a conceptual approach  Many studies indicate that active learning increases student achievement and interest  It impacts the affective domain, provides opportunities for teachers to attend to student attitudes  It lets students practice, test and refine their thinking skills as they prepare for further challenges 15 Gabrielle Wong © 2010

16. Information Literacy Teaching Direction to explore  more concept-based than skill-based  move from lecture type to active learning  plan the thinking skills involved in class activities; guide students to move from lower- to higher-order  tier teaching themes according to students’ year of study  consider the development in “affective domain” (feelings and attitudes) 16 Gabrielle Wong © 2010

17. Information Literacy Promotion  No one in university campus understands information literacy better than librarians  Critical thinking is a highly sought-after graduate attribute  Emphasizing the thinking element in an IL program can help the university community see the library’s role in facilitating students development 17 Gabrielle Wong © 2010

18. Your Comments, Questions and Suggestions are most Welcomed Gabi Wong (lbgabi@ust.hk)lbgabi@ust.hk The Hong Kong University of Science and Technology Library