1. © Eisenberg 2004 Mike Eisenberg The Information School University of Washington Information Literacy: Ensuring Effective Use of Information

2. © Eisenberg 2004 All Big6 resources available from: Linworth 800-786-5017 linworth@linworthpublishing.com www.big6.org

3. © Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

4. © Eisenberg 2004 Why This is Important…

5. © Eisenberg 2004 “To ensure that students...are effective users of ideas and information.” Information Power: Building Partnerships for Learning, AASL and AECT, 1998. Why?

6. © Eisenberg 2004 What does this have to do with me? Is this what libraries are really about today? So What? YES!

7. © Eisenberg 2004 Problems Everyone – information access, overload, quality Students – gaining essential information knowledge & skills Schools – providing meaningful learning opportunities Librarians – becoming central “players” (delivery and recognition)

8. © Eisenberg 2004 Solution Active, engaged, vibrant library programs Highly knowledgeable and skilled librarians Programs and professionals directly focused on learning – in all types of libraries

9. © Eisenberg 2004 Example – Master’s Curriculum University of Washington Required Course: LIS 560 Instructional and Training Strategies for Information Professionals Develops knowledge and skills in instruction and training functions for library and information settings. Issues and strategies for learning and teaching. Design, development, and evaluation of information and technology literacy programs. Addresses the needs of users when designing and delivering instruction.

10. © Eisenberg 2004 Information Problem #1: Overload Information overload, information anxiety Just too much “stuff”; people can’t keep up.

11. © Eisenberg 2004 “More new information has been produced in the last 30 years than in the previous 5,000.” (Source: Large, P., The Micro Revolution, Revisited, 1984) Information Overload

12. © Eisenberg 2004 Today, a daily newspaper has more print information in it than a person would come across in an entire lifetime in the 17th Century. David Lewis “Introduction to Dying for Information,” www.reuters.com/rbb/research/dfiforframe.htm, 1996 www.reuters.com/rbb/research/dfiforframe.htm Information Overload

13. © Eisenberg 2004 Solutions to Information Overload? Speed things up? Pack in more and more content? Add more technology?

14. © Eisenberg 2004 Speeding Up – The Solution?

15. © Eisenberg 2004 Speeding Up – The Solution?

16. © Eisenberg 2004 Solutions to Information Overload? Speed things up? Pack in more and more content? Add more technology?

17. © Eisenberg 2004 The Solution – Technology?

18. © Eisenberg 2004 The Solution – Technology?

19. © Eisenberg 2004 The World Wide Web www.ed.gov www.enc.org geminfo.org www.askeric.org www.ukans.edu sccac.lacoe.edu www.csn.net/RMC/star/ www.prel.hawaii.edu www.vais.net/~edoig/ www.netaxs.com/~edoig/home.html www.ticllc.net/~gpiacesi/ home.gvi.net/~edoig/ home.gvi.net/~edoig/western/ www.edc.org/hec/ www.lll.hawaii.edu/nflrc/ carla.acad.umn.edu/ polyglot.cal.msu.edu/clear/home.html www.cal.org/cal/html/nflrc.htm www.educ.iastate.edu/currinst/nflrc/nflrc.html www.cohums.ohio-state.edu/flc/ larcnet.sdsu.edu// sfa.ed.gov trio.ume.maine.edu/~nceoa/nceoa.html www.edc.org/FSC/MIH/ www.naric.com/naric/ www.ncddr.org www.ucpa.org/atfsc.html www.resna.org/resna/hometa1.htm www.aed.org/special.ed/frc.html www.osc.edu/CSNP/GLARRC.HTML www.ihdi.uky.edu/projects/MSRRC/index.html www.educ.drake.edu/rc/RRC/mprrc.html www.edc.org/FSC/NCIP/ www.cec.sped.org/cl-menu.htm

20. © Eisenberg 2004 www.ed.gov www.enc.org geminfo.org www.askeric.org www.ukans.edu sccac.lacoe.edu www.csn.net/RMC/star/ www.prel.hawaii.edu www.vais.net/~edoig/ www.netaxs.com/~edoig/home.html www.ticllc.net/~gpiacesi/ home.gvi.net/~edoig/ home.gvi.net/~edoig/western/ www.edc.org/hec/ www.lll.hawaii.edu/nflrc/ carla.acad.umn.edu/ polyglot.cal.msu.edu/clear/home.html www.cal.org/cal/html/nflrc.htm www.educ.iastate.edu/currinst/nflrc/nflrc.html www.cohums.ohio-state.edu/flc/ larcnet.sdsu.edu// sfa.ed.gov trio.ume.maine.edu/~nceoa/nceoa.html www.edc.org/FSC/MIH/ www.naric.com/naric/ www.ncddr.org www.ucpa.org/atfsc.html www.resna.org/resna/hometa1.htm www.aed.org/special.ed/frc.html www.osc.edu/CSNP/GLARRC.HTML www.ihdi.uky.edu/projects/MSRRC/index.html www.educ.drake.edu/rc/RRC/mprrc.html www.edc.org/FSC/NCIP/ www.cec.sped.org/cl-menu.htm

21. © Eisenberg 2004 Found 454,150 possible sites through Altavista. If spent 5 minutes on each, would take over 37,000 hours to review. Assuming at least 100-200 that appear to be right on target. Using these meaningfully could easily take an additional 50 - 100 hours. Total Potential time to spend: 635 days or almost 2 years!!!!! “Should my child be immunized? Are immunizations safe?” Overload: Example

22. © Eisenberg 2004 Library BooksTechnology It’s not print vs. digital

23. © Eisenberg 2004 Life It’s not air vs. water AirWater

24. © Eisenberg 2004 However… The amount of information available digitally will continue to increase dramatically. The percent of digital information and services used by people will continue to increase dramatically.

25. © Eisenberg 2004 When almost everything is digital? When services, resources, & info are increasingly provided virtually? Will we need libraries? ABSOLUTELY !! Our Time Is Now!!!

26. © Eisenberg 2004 Information Overload A Major Problem for Most PeopleA Major Problem for Most People A Major Opportunity for Libraries!A Major Opportunity for Libraries!

27. © Eisenberg 2004 Problems = Opportunities for Libraries RE Information overload; libraries can: –help people make sense of the glut of information through services (e.g., the 24/7 digital reference desk). –put new technologies to work. –fill the digital divide. –Teach essential information literacy skills!

28. © Eisenberg 2004 Problems = Opportunities for Libraries

29. © Eisenberg 2004 Computers today are one million times more powerful than those 20 years ago.

30. © Eisenberg 2004 20 Years Ago: 1983 Apple II IBM PC Compaq “portable” Mainframe, centralized control and services dominated

31. © Eisenberg 2004 In 20 years computers will be one million times more powerful than today!

32. © Eisenberg 2004 Today: Developing Information Technologies Tablet PC Wireless Convergence devices Wearable computers

33. © Eisenberg 2004 Information Problem #2: Quality

34. © Eisenberg 2004 Quality Researchers (Rand) checked out 6 health Web sites and 12 sites dedicated to specific diseases. How frequently Web sites are complete and accurate: U.S. News & World Report, June 4, 2001 v130 i22 p10

35. © Eisenberg 2004 Quality Breast cancer 63% Depression 44% Obesity 37% Childhood asthma 33% U.S. News & World Report, June 4, 2001 v130 i22 p10

36. © Eisenberg 2004 “More than 2/3 of teens said within the last year that they use the Internet as their major resource when doing a big project for school..." Lester, Will "High School Students Love Net for Research." Syracuse Post Standard, 8/21/01 (from AP ) Quality

37. © Eisenberg 2004 Information Overload Problem: Quality In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research! Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16. Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html www.ascusc.org/jcmc/vol6/issue1/ebersole.html

38. © Eisenberg 2004 Quality The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows. But – just as interesting, when he was finally “uncovered,” Advice on the Net: Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001)

39. © Eisenberg 2004 Quality The top legal advice person on Askme.com turned out to be a 14 year old whose only legal training was from Court TV and cop shows. But – just as interesting, when he was finally “uncovered,” Advice on the Net: Michael Lewis, New York Times Magazine, July 2001; also Next (Norton, 2001) the demand for his advice still continued!

40. © Eisenberg 2004 The Solution? Discourage Web Use? Filtering?

41. © Eisenberg 2004 Helping people to be discriminating users of information! Helping people learn essential information & technology skills! INFORMATION LITERACY Alternative Solution

42. © Eisenberg 2004 “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” American Library Association, 1989 Information Literacy

43. © Eisenberg 2004 Information Literacy Beyond location & access Beyond keyboarding or any particular software product The full range of information skills & technology skills within the information process.

44. © Eisenberg 2004 A Widely Recognized Need

45. © Eisenberg 2004 Survey of Valued Skills Fall 2001 www.washington.edu/oea/9811.htm Problem Solving Information Use Speaking Independent Work Technology Group Work Writing Reading

46. © Eisenberg 2004 Survey of UW Students Fresh 1998 Senior 2001 Diff 50%68%18%Defining and solving problems 42%72%30% Locating information needed to help decisions or solve problems 39%67%28% Working effectively with modern technology, especially computers 37%64%17%Critically analyzes written information 50%67%17%Writing effectively Rated their own competence as “very good” or “excellent”:

47. © Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

48. © Eisenberg 2004 Information Literacy Models AASL Information Literacy Standards –www.ala.org/aasl/ip_nine.htmlwww.ala.org/aasl/ip_nine.html ACRL Information Literacy Standards –www.ala.org/acrl/ilintro.htmlwww.ala.org/acrl/ilintro.html

49. © Eisenberg 2004 K – 12

50. © Eisenberg 2004 Information Literacy Independent Learning Social Responsibility AASL – Nine Information Literacy Standards for Student Learning http://www.ala.org/acrl/ilintro.html

51. © Eisenberg 2004 1.accesses information efficiently and effectively. 2.evaluates information critically and competently. 3.uses information accurately and creatively. AASL – Nine Information Literacy Standards for Student Learning: INFORMATION LITERACY www.ala.org/aasl/ip_nine.html The student who is information literate

52. © Eisenberg 2004 4.pursues information related to personal interests. 5.appreciates literature and other creative expressions of information. 6.strives for excellence in information seeking and knowledge generation. www.ala.org/aasl/ip_nine.html The student who is an independent learner is information literate and: AASL – Nine Information Literacy Standards for Student Learning: INDEPENDENT LEARNING

53. © Eisenberg 2004 7.recognizes the importance of information to a democratic society. 8.practices ethical behavior in regard to information and information technology. 9.participates effectively in groups to pursue and generate information. www.ala.org/aasl/ip_nine.html The student who contributes positively to the learning community and to society is information literate and AASL – Nine Information Literacy Standards for Student Learning: SOCIAL RESPONSIBILITY

54. © Eisenberg 2004 Information Literacy Models, K12 Kuhlthau – The Information Search Process McKenzie – The Research Cycle (1995) www.fno.org www.fno.org Pappas/Tepe - Pathways to Knowledge Information Skills www.pathwaysmodel.com www.pathwaysmodel.com Stripling/Pitts Research Process Model Eisenberg/Berkowitz – The Big6 www.big6.com www.big6.com

55. © Eisenberg 2004 1. Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Information Literacy The Big6 ™ Skills

56. © Eisenberg 2004 Information Literacy Models Eisenberg (1997) www.big6.com/comparison_chart.gif

57. © Eisenberg 2004 Higher Education

58. © Eisenberg 2004 Association of College Research Libraries (ACRL) Information Literacy Standards for Higher Education 5 Standards

59. © Eisenberg 2004 1.determines the nature and extent of the information needed. 2.The information literate student accesses needed information effectively and efficiently. ACRL: Information Literacy Competency Standards for Higher Education http://www.ala.org/acrl/ilintro.html The information literate student

60. © Eisenberg 2004 3.evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4.individually or as a member of a group, uses information effectively to accomplish a specific purpose. http://www.ala.org/acrl/ilintro.html The information literate student ACRL: Information Literacy Competency Standards for Higher Education

61. © Eisenberg 2004 5.understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. http://www.ala.org/acrl/ilintro.html The information literate student ACRL: Information Literacy Competency Standards for Higher Education

62. © Eisenberg 2004 Big6ACRL Standards Task Definition 1. determines the nature and extent of the information needed. Information Seeking Strategies Location & Access 2. accesses needed information effectively and efficiently. Use of Information 3.evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Synthesis 3.incorporates selected information into his or her knowledge base and value system. 4.uses information effectively to accomplish a specific purpose. 5. uses information ethically and legally. Evaluation5. uses information ethically and legally.

63. © Eisenberg 2004 ACRL StandardsBig6 1. determines the nature and extent of the information needed. Task Definition Information Seeking Strategies 2. accesses needed information effectively and efficiently. Location & Access 3.evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Use of Information 3.incorporates selected information into his or her knowledge base and value system. 4.uses information effectively to accomplish a specific purpose. 5. uses information ethically and legally. Synthesis 5. uses information ethically and legally.Evaluation

64. © Eisenberg 2004 AOL Time Warner Foundation 21st Century Literacy –Media, technology and civic engagement Range of programs –Survey –Grants to innovative community-based organizations – Reports www.aoltwfoundation.org/

65. © Eisenberg 2004 Partnership for 21st Century Skills 21st Century Literacy Skills Purpose – to define and incorporate into learning the skills that are necessary for every student's success in the 21st Century Offers reports, a companion guide, and self-assessment questionnaire for communities www.21stcenturyskills.org/

66. © Eisenberg 2004 FITness: Fluency in Information Technology “What should everyone know about information technology?” Skills Concepts Capabilities Committee on Information Technology Literacy Computer Science and Telecommunications Board National Research Council, 1999 www.nap.edu/books/030906399X/html

67. © Eisenberg 2004 Information Literacy in Action

68. © Eisenberg 2004 1. Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Information Literacy The Big6 ™ Skills

69. © Eisenberg 2004 The Super 3 For the Very Young (preK – 1) The Super 3 Example: Making a picture of signs of Spring

70. © Eisenberg 2004 The Super 3 Beginning - Plan You are the main character in a story: Middle - Do End - Review

71. © Eisenberg 2004 Super 3 Lesson –book –computer –person –self Creating a “culture of citing” Use rubber stamps

72. © Eisenberg 2004

73. Assignment—Recycling 1 Create a picture book on recycling in your home or community. 4 Make a presentation (with multimedia aids) on recycling (3 different types or methods). 9 Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste. 14 Argumentative essay: Is recycling the answer to waste management?

74. © Eisenberg 2004 Task Definition 1.1Define the problem 1.2 Identify the information needed

75. © Eisenberg 2004 9th Grade Social Studies Leon - Recycling project Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.

76. © Eisenberg 2004 Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources

77. © Eisenberg 2004 Lesson: Info Seeking Strategy Criteria

78. © Eisenberg 2004  easy to use  available  current  affordable  fun  on the topic (valid)  reliable/authoritative  accurate  precise  complete Lesson: Info Seeking Strategy Criteria

79. © Eisenberg 2004 Location & Access 3.1 Locate sources 3.2 Find information within sources

80. © Eisenberg 2004

81. Use of Information 4.1 Engage (read, hear, view) 4.2 Extract relevant information

82. © Eisenberg 2004 Synthesis 5.1 Organize 5.2 Present

83. © Eisenberg 2004 Evaluation 6.1 Judge the result 6.2 Judge the process

84. © Eisenberg 2004 Big6 Exercise p. 38

85. © Eisenberg 2004 Themes of the Big6 1.The Big6 process can be applied in all subjects, with people of all ages. The Big6 is not just for kids.

86. © Eisenberg 2004 Themes of the Big6 2. The Big6 is an adaptable and flexible; it can be applied to any information situation.

87. © Eisenberg 2004 Themes of the Big6 3. Using the Big6 is not always a linear, step- by-step process. TD ISS L&A UI S S E E

88. © Eisenberg 2004 The Big6: Not Linear

89. © Eisenberg 2004 The Big6: Non-Linear TD L&A UI ISS S S E E

90. © Eisenberg 2004 The Big6: Not Linear TD L&A UI S S E E ISS E E L&A UI ISS S S S S S S

91. © Eisenberg 2004 Themes of the Big6 4. Technology skills take on meaning within the Big6 process.

92. © Eisenberg 2004 The new A, B, C’s…?

93. © Eisenberg 2004 Technology?

94. © Eisenberg 2004 Technology - Out of Context Multimedia production (PowerPoint) ftp Programming Instant Messaging HTML Telnet Algorithms Video production E-Mail Word processing Group discussion Use of operating systems Statistical analysis presentation Database management systems CAD/CAM Copy/paste Web page design Graphics Chat Web browsing Electronic indexes Web searching Online catalogs Electronic spreadsheets Upload/download Spell/grammar check Brainstorming software PDAs Inspiration Hyperstudio

95. © Eisenberg 2004 E-Mail Word processing Group discussion Online catalogs Electronic indexes Web browsing Web searching Electronic spreadsheets Upload/download HTML Spell/grammar check Brainstorming software PDAs Video production Algorithms Instant Messaging Multimedia production (PowerPoint, Hyperstudio) ftp Chat Graphics Database management Inspiration Use of operating systems Web page design Copy/paste Statistical analysis presentation CAD/CAM Telnet Programming Better, But Still Out of Context

96. © Eisenberg 2004 Technology in Context TASK DEFINITION Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems INFO SEEKING STRATEGIES Students identify and assess computerized resources as they develop information seeking strategies toward their problem. LOCATION & ACCESS Students use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information. USE OF INFORMATION Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information. SYNTHESIS Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media. EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

97. © Eisenberg 2004 Information Literacy 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

98. © Eisenberg 2004 How? CONTEXT!! WARNING! Teaching information & technology skills out of context is hazardous to your students’ health.

99. © Eisenberg 2004 Context #1: the process  information problem solving - the Big6 Context #2: technology in context  technology within the process Context #3: real needs in real situations  curriculum – assignments (papers, projects, tests)  work-related needs  personal needs How?

100. © Eisenberg 2004 1. Task Definition 2. Info Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation Context #1: The Process The Big6 ™ Skills

101. © Eisenberg 2004 Technology in Context TASK DEFINITION Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems INFO SEEKING STRATEGIES Students identify and assess computerized resources as they develop information seeking strategies toward their problem. LOCATION & ACCESS Students use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information. USE OF INFORMATION Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information. SYNTHESIS Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media. EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

102. © Eisenberg 2004 Technology out of Context Link to PowerPoint File: “Killer Whales 1 – intro”

103. © Eisenberg 2004 Technology in Context Link to PowerPoint File: “Killer Whales 2 – organizing slides”

104. © Eisenberg 2004 Context #3: Real needs in real situations School - assignment for class, homework, paper, project, report, taking a test Life - selecting a movie, succeeding in sports, birthday gift Work - career choices, decision-making, briefings, reports

105. © Eisenberg 2004 Context Strategy Looking for “Big Juicies” Are important units/topics in the curriculum: have a longer duration reach many students involve a paper, report, project, or product use multiple resources involve a range of teaching methods

106. © Eisenberg 2004 Curriculum Context Implementation Coordination – Cooperation – Collaboration isolation

107. © Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

108. © Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

109. © Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

110. © Eisenberg 2004 Conclusion 1.Why is information literacy important – for society? – for libraries? 2.What do we mean by information literacy? 3.How is information literacy best learned?

111. © Eisenberg 2004 Thanks for listening!