1. INFORMATION LITERACY: CASE STUDIES AND PRACTICES Edmonton, Alberta June 3, 2010

2. Outline Welcome Introduction to Information Literacy Concepts Three approaches to embedding I.L. into the curriculum o Teaching partnership models o “Why didn’t I know this before?” o Developing and promoting a successful formal I.L. plan Q & A

3. Your presenters are… Red Deer College  Paul Boultbee, Librarian  Dr. Stéphane-D. Perreault, History Instructor University of Alberta  Denis Lacroix, Romance Languages Librarian Athabasca University  Elaine Fabbro, Head, Information Literacy and Public Services  Peggy Lynn MacIsaac, Reference Services Librarian  Anne LePage, Technical Services Librarian (Convenor)

4. Information Literacy Concepts What is Information Literacy? Skills and competencies related to accessing, evaluating and using information. I.L. can be a part of an Information Fluency model comprised of information, computer and media literacies.

5. Information Literacy Concepts There are many Information Literacy standards in use. AU, RDC, and U of A, each use one of the following: Association of College and Research Libraries, (ACRL) http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm Australia and New Zealand Institute for Information Literacy, (ANZIIL) http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf

6. ACRL Information Literacy Standards An information literate person is able to: o Determine the extent of information needed o Access the needed information effectively and efficiently o Evaluate information and its sources critically o Incorporate selected information into one’s knowledge base o Use information effectively to accomplish a specific purpose o Understand the economic, legal and social issues surrounding the use of information, and access and use information ethically and legally (Association of College and Research Libraries, 2000, 2-3)

7. ANZIIL Information Literacy Standards An information literate person is able to: o Recognizes the need for information and determines the nature and extent of the information needed o Finds needed information effectively and efficiently o Critically evaluates information and the information seeking process o Manages information collected or generated o Applies prior and new information to construct new concepts or create new understandings o Uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information (Australia and New Zealand Institute for Information Literacy, 2004,15)

8. Information Literacy Concepts Theories that inform our I.L. work: o Constructivism o Contextual hands-on learning o Action research Evaluation of I.L. initiatives: o Evaluation of workshops and classes to adjust future delivery o WASSAIL can be used as a pre-test and post-test tool, as well as student evaluation of workshop sessions.

9. Information Literacy Concepts Continuum of I.L. initiatives: o Self-paced tutorials and guides o Single concept classes o Multi-pack classes o Embedded o Co-teaching o Stand alone I.L. credit courses

10. Teaching Integration Network (Lacroix, D., 2010)

11. Information Literacy Concepts "These skills not only help to ensure that students are able to navigate through higher education successfully, but are essential in the creation of self-directed learners who function well in society and are able to cope with the information demands of the workplace.” (Badke, 2008, 3)

12. Collaborating for Success: Instructional Partnerships for Improved Student Information Fluency Paul Boultbee & Dr. Stéphane-D. Perreault Canadian Library Association Conference June 2010

13. Red Deer College Certificates Diplomas Collaborative degrees Applied degrees Trades and technology training University transfer

14. Red Deer College Library

15. Information Literacy at RDC

16. Instructional Continuum

17. Single Information Literacy Workshop Basic research skills and tools Support for course assignments Use of databases and catalogue Distinguish primary and secondary sources

18. 3-Pack Information Literacy Classes Deeper development of research skills and information literacy Accessing and assessing information Developed in collaboration Tied to process in course outline

19. Embedded Information Literacy Mentorship in information literacy Understand process Adaptation to learning styles Tailor assignments to IL needs Participation of librarian in projects Complementarity instructor  librarian  student

20. Instructional Continuum

21. Next Steps For the Library: Assessment, assessment, assessment Introducing media literacy Integrating computer literacy and information literacy Marketing to faculty For the Instructor: Assessment Adapting assignments to reflect IL skills as well as discipline- specific materials Developing awareness in Department

22. Questions? Contact us: paul.boultbee@rdc.ab.castephane.perreault@rdc.ab.ca

23. “Why didn’t I know this before?” Information Literacy in French 301: Research based in Action Denis Lacroix Humanities and Social Sciences Library University of Alberta

24. Do French 301 students who have been taught information literacy skills over five sessions apply those skills in a course research assignment? The project intends to demonstrate the impact of the curriculum-integrated information literacy (IL) instruction model, as implemented in French 301, − to inform the practice of teaching information literacy in the department of Modern Languages and Cultural Studies (MLCS) and − to generate theoretical knowledge to support this practice. Research Question and Objectives

25. The idea behind this project is « to attempt an assessment of the actual impact an IL program has on student’s IL level » (Goebel 187). The integration of IL in the French curriculum was presented to faculty on the basis of genre theory: librarians can facilitate student learning of disciplinary discourse. (Holschuh Simmons) Embedding or integrating a librarian « conspicuously and obviously » in an academic classroom was shown by Meagan Bowler and Kori Street to improve students’ IL scores. Literature Review

26. French 301: IL Curriculum Five module curriculum (taught in French): 1.The initial information search The research question Searching using Boolean logic 2.Finding articles using databases and indexes 3.Citing and managing bibliographic information MLA citation style and annotated bibliographies Managing information using RefWorks 4.Finding primary sources and other elusive documents 5.Evaluating sources and avoiding plagiarism Assignments: Readings, Search strategy, and Annotated bibliography − See French 301 as an exampleFrench 301

27. Research Population Students enrolled in section B1 of the French 301 course in the department of Modern Languages and Cultural Studies at the University of Alberta during the winter 2010 term. − 14 students enrolled − 12 students participated − 9 students completed all of the research components

28. Research Methods Triangulated action research methodology comprised of − pre- and post-tests, − instructor interview, and − student final project assessment using rubrics based on the ACRL information literacy standards Action Research Methodology − “[I]ntegrates social research with exploratory action to promote development.” − Involves a combination of strategies like pre- and post- tests, interviews, surveys, teacher observations… − Results in “actionable knowledge” (Given 4)

29. Predicted Results It is hypothesized that − post-test scores will be higher than pre-test results. − high post-test scores will correlate with high final IL project and final essay scores. − final essay scores will also be high thanks to the input of IL.

30. Change in IL Skills from Pre- to Post- Test Actual Results Figure 1

31. Pre- and Post-Test Gains v/s IL Mark Figure 2

32. Transfer of IL Skills - From Test to Project Figure 3

33. How do Students’ IL Skills Fare Figure 4 Average Marks Final Essay= 91% French Language= 85% IL Project= 74% Post-test= 78%

34. Conclusions The impact of an IL curriculum on student IL abilities in MLCS is significant and warrants consideration when planning a pedagogical approach to imparting IL at the departmental level. Student competency in IL will depend on the degree to which IL standards are implemented in the courses that students take in their chosen discipline. The key to IL success lies in − The course instructor’s research and IL expectations − The level of student IL exposure during their university career.

35. Future Questions Are online tutorials a solution for varying student IL abilities and for an even more integrated IL curriculum? Can online tutorials offer more faculty buy-in to implementing IL across the curriculum? Will faculty manage to create expectations for IL development and implement critical information literacy in their course curriculum? Can the Library still play the crucial conspicuous role it needs to play in classroom teaching while promoting the use of online tutorials?

36. Questions & Comments

37. Embedding I.L. into the curriculum Developing and promoting a successful I.L. Plan Elaine Fabbro, Head, Information Literacy and Public Services, Athabasca University Library Peggy Lynn MacIsaac, Reference Services Librarian, Athabasca University Library

38. Developing & promoting a successful I.L. Plan About Athabasca University Athabasca University Library: Information Literacy Across the Curriculum Course Development Teams

39. Developing & promoting a successful I.L. Plan Promotional efforts Course Teams Faculty meetings Information Literacy Workshop

40. Successes: Learning Management System Integration

41. Successes: LGST 249

42. Successes: RELS 206 and HIST 215

43. Information Literacy: Case Studies and Practices Additional resources: http://hdl.handle.net/2149/2482

44. Information Literacy: Case Studies and Practices Any Questions?

45. Thank you!