1. Transitions: Developing Information Literacy Skills Among STEM Students 2011 UK STEM Symposium Roundtable Sue Smith, UK Engineering Library Head Valerie Perry, UK Agricultural Information Center Head Jan Carver, UK Science Library Head April 29, 2011

2. What is Information Literacy? “Information Literacy is the set of skills needed to find, retrieve, analyze, and use information” From ALA/ACRL website at www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfmwww.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm

3. What is Information Literacy? “Information literacy in science, engineering, and technology disciplines is defined as a set of abilities to identify the need for information, procure the information, evaluate the information and subsequently revise the strategy for obtaining the information, to use the information and to use it in an ethical and legal manner, and to engage in lifelong learning.” From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

4. Why is Information Literacy Important? “Information explosion, information overload, and information anxiety are some of the terms used to describe the inability to deal with the exponential growth of information. The critical thinking skills required to be information literate transfer from the classroom to daily living. ” From UK Libraries Research Guide on Information Literacy at http://libguides.uky.edu/infolit http://libguides.uky.edu/infolit

5. Who Needs Information Literacy? “Information literacy is needed to guarantee the survival of democratic institutions. All men are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates” From statement by U.S. Representative Major R. Owens quoted on ALA Presidential Committee on Information Literacy website at www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

6. Information Literacy Standards From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm Continues Learning Uses Information Evaluates Information Acquires Information Determines Need

7. Information Literacy Standards Standard 1 – Determines Need The information literate student determines the nature and extent of the information needed. From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm Standard 2 – Acquires Information The information literate student acquires needed information effectively and efficiently.

8. Information Literacy Standards Standard 3 – Evaluates Information The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process. From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

9. Information Literacy Standards Standard 4 – Uses Information The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose. From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

10. Information Literacy Standards Standard 5 – Continues Learning The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field. From ALA/ACRL/STS Task Force on Information Literacy for Science and Technology at www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfmwww.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

11. Our Information Literacy Program Mission UK Libraries Information Literacy program supports the University’s mission to facilitate learning and expand knowledge by preparing students to think critically and effectively find and use information in their academic, professional and personal lives.

12. Our Information Literacy Research Guide http://libguides.uky.edu/infolit

13. Engineering Information Literacy (IL)  First Generation Students  Validity of Expertise  Research Skills Not Perceived as Needed  Everything is on the Web  Technical Skills more Important than Writing/Research Skills

14. Engineering IL – Freshman Level Framework  Librarian /Faculty Collaboration  Class Size – 80+  Instructor Present During Session/s  Engage Faculty During Session/s  Credit for In-class Work and Completing Assessment Exercise Outside Class

15. Engineering IL – Freshman Level  Active Learning in Computer Classrooms - All Levels  Warm Up Keyword Exercise  You are on the planning committee for your city and the equine games are going to be held in your community in 10 years. You need to begin researching this. Create a list of key concepts/topics that will be critical to research in preparing for this event  Brief Introduction to Library  Focus on 1-2 Learning Outcomes  Scholarly vs. Non-scholarly Information  Identifying Keywords/Concepts  Collaborative Active Learning in Class  Online Assessment Component

16. Engineering IL – Upper Level Framework  Librarian /Faculty Collaboration  Class Size – 15-35  Instructor Present During Session/s  Librarian Consults Required

17. Engineering IL – Upper Levels  Research Paper Required  Active Learning in a Computer Classroom  Instructor Present  Very Short Intro to Research  Course Guide (http://libguides.uky.edu/mng371)  Jump-start research session for students  One-on-One Librarian Consults Required following this session

18. Life Sciences Information Literacy http://libguides.uky.edu/Agriculture

19. Life Sciences Information Literacy  GEN 100/200 (General Agriculture)  Most incoming Agriculture students  Presentation  Hands-on learning activity  In-class assignment  Students learn to:  Determine information need  Perform basic searches in general databases  Understand differences between scholarly & popular articles  Evaluate a website

20. Life Sciences Information Literacy  ABT 301  Upperclassmen  Presentation  Hands-on learning activity  EndNote workshop  Students learn to:  Determine related topic keywords and phrases  Perform intermediate searches in research databases  Begin to distinguish between relevant scholarly articles  Cite articles properly

21. General Education  Research Guides  Opportunity to influence

22. Information Literacy in upper level courses  Copyright  Professional style ACS

23. CHE 572 Web of Science®

24. Embedding Information Literacy  For UK Instructors  Work with instructors to offer any of the following  Presentations  Active learning activity  Special assignment  Research Guide  Consultation  For K-12 Instructors & Library Media Specialists  Consult and make referrals to other resources within the state

25. Time for Questions Jan Carver – Science Library – jbcarv1@email.uky.edujbcarv1@email.uky.edu Valerie Perry – Agricultural Info Center – vperry@uky.eduvperry@uky.edu Sue Smith – Engineering Library – susan.smith@uky.edususan.smith@uky.edu