1. Introducing Information Literacy: Presentation to the Council of Academic Affairs, NYC College of Technology Profs. Monica Berger, Tess Tobin and Darrow Wood, Library, Oct. 27, 2005

2. What is Information Literacy? knowing you have an information need identifying and retrieving the needed information to address the topic -- using different formats (e.g., Web or print resources) as necessary evaluating and critically examining the information organizing the information using the information effectively (analysis and synthesis) This process is circular … Source: http://www.umuc.edu/library/tutorials/information_literacy/sect2.html

3. InformationLiteracy Technology Critical Thinking Synthesis Problem Solving Communication Source: Information Literacy @ John Jay College, Kathy Killoran and Tim Stevens, March 19, 2004 http://library.brooklyn.cuny.edu/regalado/lilac/English_Discipline_Council_presentation.ppt

4. Net Generation learners Non-readers, prefer learning visually Obtain information on a “need-to- know” basis: not interested in research in of itself Information seeking has to be fast Non-linear, intuitive info seeking

5. Goals, values and process The ultimate goal in Information Literacy is to shape the student into a life-long learner: highly similar goals to other initiatives like Gen Ed Information literacy is an ongoing process and is informed by values: not just a set of skills

6. Components of Information Literacy 1. lifelong learning skills 2. critical thinking skills 3. computer literacy 4. library literacy Source: http://www.umuc.edu/library/tutorials/information_literacy/sect2.html

7. Integrative nature of Information Literacy Information Literacy involves integration into the curriculum Does not predicate a “research paper”: can include working with numerical and other types of information Needs to be specific to the discipline/profession

8. Assignments that Work A pilot project of the Library Information Literacy Advisory Council (LILAC) Library and disciplinary faculty will work together to understand how IL deepens disciplinary understanding and develops confident, independent, critical thinkers

9. Information Competencies Specific to Architecture Building Codes Building Products and Materials Census/Demographics Climatic Data Cost Estimating Environmental Impact Reports Formulas, Tables, Solutions Human Factors Map Interpretation GIS (Geographical Information Systems) Presentation Tools (graphs, etc.) Regulatory Information Local, State, Federal Laws and Regulations Certification Californian State University http://www.lib.calpoly.edu/infocomphttp://www.lib.calpoly.edu/infocomp

10. Learning Objectives and Authentic Assessment Outcomes assessment starts with the assignment Assessment is the means for learning – not just the method of evaluation Learning facilitated by doing, creating and using – assignments are the key to learning Simulate situations in which students would make use of knowledge, skills and values Develop “useable knowledge” not “testable knowledge” Mark Battersby and the Learning Outcomes Network, Centre for Curriculum, Transfer, and Technology, Vancouver, BC So, What’s a Learning Outcome Anyway? ERIC Document 430-611

11. HM101: Information Literacy in practice My workshop for Hospitality Management 101, Perspectives in Hospitality Management has evolved from a traditional skills- oriented library workshop to an information-literacy driven workshop

12. Sources Kendrick C. and Zoe, L. (2005). CUNY General Education Meeting, Information Literacy presentation. Retrieved October 25, 2005 from http://libraries.cuny.edu/genedpresentation.pdf http://libraries.cuny.edu/genedpresentation.pdf Killoran, K. and Stevens, T. (2004). Information literacy @ John Jay College. Retrieved October 25, 2005 from http://library.brooklyn.cuny.edu/regalado/lilac/ English_Discipline_Council_presentation.ppt http://library.brooklyn.cuny.edu/regalado/lilac/ English_Discipline_Council_presentation.ppt Weiler, A. (2005). Information-seeking behavior in generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship 31(1), 46-53. Retrieved June 10, 2005 from Education Full-Text.

13. Additional resources Battersby, M. and the Learning Outcomes Network, Centre for Curriculum, Transfer, and Technology, Vancouver, BC. So, what’s a learning outcome anyway? ERIC Document 430-611. Middle States Association of Colleges and Schools, Commission on Higher Education (2003). Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, PA: Middle States Commission on Higher Education.