1. Jefferson Community College-DT Reading/Academic Support Division and Library/Information Resources: Plan to Integrate Information Literacy into Curriculum

2. DEFINED: Information literacy is a set of abilities requiring individuals to recognize when information is needed,

3. DEFINED: Information literacy is a set of abilities requiring individuals to recognize when information is needed, have the ability to locate and evaluate information,

4. DEFINED: Information literacy is a set of abilities requiring individuals to recognize when information is needed, have the ability to locate and evaluate information, use effectively the needed information. The Boyer Commission Report, Reinventing Undergraduate Education, http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped

5. IMPLEMENATION: To implement information literacy standards, the Reading/Academic Success Division* should first review its mission and educational goals to determine: how information literacy would improve learning

6. IMPLEMENATION: To implement information literacy standards, the Reading/Academic Success Division* should first review its mission and educational goals to determine: how information literacy would improve learning how information literacy would enhance the division’s effectiveness. *Review in collaboration with Library/Information Resources’ faculty and staff

7. Jefferson Community College Goals and Strategic Priorities College Goal #1: To provide individuals with foundational skills necessary in a changing society in order to begin college-level studies or to meet other goals through developmental programs.

8. Jefferson Community College Goals and Strategic Priorities College Goal #1: To provide individuals with foundational skills necessary in a changing society in order to begin college-level studies or to meet other goals through developmental programs. College Goal #12: To provide access to library/information resources and services.

9. IMPLEMENTATION cont. Integrate Course & Information Literacy Competencies: Identify Course Competencies

10. IMPLEMENTATION cont. Integrate Course & Information Literacy Competencies: Identify Course Competencies Identify Information Literacy Competencies (essential: collaboration of R/AS division and library faculty and staff)

11. R/AS Division Goals: Provide reading skills necessary to succeed in college.

12. R/AS Division Goals: Provide reading skills necessary to succeed in college. Provide instruction and support for positive adjustment and assimilation into the college,

13. R/AS Division Goals: Provide reading skills necessary to succeed in college. Provide instruction and support for positive adjustment and assimilation into the college, Provide academic support.

14. R/AS Division Course Structure: Courses structured in such a way to create student-centered learning environments where: inquiry is the norm,

15. R/AS Division Course Structure: Courses structured in such a way to create student-centered learning environments where: inquiry is the norm, problem solving becomes the focus,

16. The Boyer Commission Report, Reinventing Undergraduate Education, http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped R/AS Division Course Structure: Courses structured in such a way to create student-centered learning environments where: inquiry is the norm, problem solving becomes the focus, thinking critically is part of the process.

17. R/AS Course Instruction Strategies- require the student to engage actively in: framing of a significant question or set of questions,

18. R/AS Course Instruction Strategies- require the student to engage actively in: framing of a significant question or set of questions, the research or creative exploration to find answers, and

19. The Boyer Commission Report, Reinventing Undergraduate Education, http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped R/AS Course Instruction Strategies- require the student to engage actively in: framing of a significant question or set of questions, the research or creative exploration to find answers, and the communications skills to convey the results

20. EXAMPLE: RDG 030 COMPETENCIES Vocabulary Concept Development Applying tactics for developing vocabulary Explaining tactics for developing vocabulary Metacognitive Strategies Recognizing and applying metacognitive strategies for task Recognizing and applying metacognitive strategies for strategy Recognizing and applying metacognitive strategies for performance

21. EXAMPLE: RDG 030 COMPETENCIES cont. Text Reading Strategies Identifying and defending a variety of reading strategies Idenitfying and defending reading strategies for multiple text Idenitfying and defending reading strategies for multiple reading sources Patterns of Text Structure Categorization Comparison/Contrast Cause/Effect Description Problem/Solution Graphic Organizers

22. EXAMPLE: RDG 030 COMPETENCIES cont. Main Idea Deleting trivial information Deleting redundant information Providing a super-ordinate term for members of a category Recognizing text organization Distinguishing among supporting detail Visual Formats and Text Aids Learning to Read Materials presented in visual formats such as, charts and graphs Interpreting materials presented in visual formats Textbook Annotating and Note-taking Text annotating strategy Text note-taking Critical Thinking

23. Information Literacy Standards, Performance Indicators, and Outcomes See: http://www.ala.org/Content/NavigationMenu/ACRL/Standards_ and_Guidelines/Information_Literacy_Competency_Standards_f or_Higher_Education.htm#useofst Also see Information Literacy under Pedagogical Practices: http://www.geocities.com/jccadjunct/division.html

24. Information Competencies Usefulness: they provide students with a framework for gaining control over how they interact with information in their environment.

25. Information Competencies Usefulness: they provide students with a framework for gaining control over how they interact with information in their environment. they help to sensitize students to the need to develop a metacognitive approach to learning,

26. Information Competencies Usefulness: they provide students with a framework for gaining control over how they interact with information in their environment. they help to sensitize students to the need to develop a metacognitive approach to learning, they make students conscious of the explicit actions required for gathering, information, analyzing information, using information. The Boyer Commission Report, Reinventing Undergraduate Education, http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Informati on_Literacy_Competency_Standards_for_Higher_Education.htm#ilped

27. www.udel.edu/pbl/cte/spr96-phys.html Problem-Based Learning Courses can use problem-solving approaches to teach course content using information literacy skills and promoting critical thinking with authentic materials.

28. Traditional Learning: In contrast to the more traditional approach of assigning an application problem at the “end of a conceptual unit”. www.udel.edu/pbl/cte/spr96-phys.html Problem-Based Learning Courses can use problem-solving approaches to teach course content using information literacy skills and promoting critical thinking with authentic materials.

29. Problem-based Learning: The primary distinction is the focus on “introducing concepts to students by challenging them” to solve a real world problem. Traditional Learning: In contrast to the more traditional approach of assigning an application problem at the “end of a conceptual unit”. www.udel.edu/pbl/cte/spr96-phys.html Problem-Based Learning Reading and FYE courses can use problem-solving approaches to teach course content using information literacy skills and promoting critical thinking with authentic materials.

30. The PBL Learning Process: In the PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know. They also identify what they need to learn to better understand the problem and how to resolve it. http://www.pbli.org/pbl/pbl1.htm

31. The PBL Learning Process: In the PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know. They also identify what they need to learn to better understand the problem and how to resolve it. Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way learning is personalized to the needs and learning styles of the individual. http://www.pbli.org/pbl/pbl1.htm

32. The PBL Learning Process: In the PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know. They also identify what they need to learn to better understand the problem and how to resolve it. Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way learning is personalized to the needs and learning styles of the individual. The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. http://www.pbli.org/pbl/pbl1.htm

33. The PBL Learning Process: In the PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know. They also identify what they need to learn to better understand the problem and how to resolve it. Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way learning is personalized to the needs and learning styles of the individual. The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. After they have finished their problem work the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers. Self-assessment is a skill essential to effective independent learning. http://www.pbli.org/pbl/pbl1.htm

34. Problem-Based Learning Also see Problem-Based Learning under Pedagogical Practices: http://www.geocities.com/jccadjunct/divisi on.html

35. EXAMPLE of PBL from RDG 030 Problem-Based Learning: Creating A Learning Strategy Problem: Shalonda has been researching what is known about how to read/study textbooks. Her research shows that there are five things she can do which will improve her reading of a textbook. She wants to take these five pieces of information and put them in some order which she would follow when reading texts and be able to explain to herself a rationale for the order she put the research results in when she is studying.

36. EXAMPLE of PBL from RDG 030 cont. The five pieces of information are: · Research shows that if a student takes the time to understand what they have just read well enough to say it in their own words – out loud before they move on with their reading, they remember four times more than when they do not take the time to do this step. · Research shows that if one goes over (review) the questions they made up while reading after completing a chapter or large section on a text will save 90% in review time. · Research shows that if one gets an overview of the chapter in a text before beginning to read the chapter that they read 24% faster and remember more than students who do not get an overview first. · Research shows that if one stops ant each heading or subheading or the beginning sentence of each paragraph and changes them into a question before continuing to read, and read to answer the question they made up, then the student will not only answer the questions they ask better than students who do not do this step, but they also remember the detail and facts better on tests. · Research shows that reading to answer the question they have made up from heading results in students who also show remarkably better concentration.

37. EXAMPLE of PBL from RDG 030 cont. Steps: Problem – Putting a Text Study Strategy in Order with Rationale 1. Students are put in groups of 4 or 5 2. Each student is given a slip of paper with a different piece of text study research. 3. Each student learns their piece of research and teaches it to the other members of the group. 4. The groups task is come up with an order for doing each of the five steps when reading a text, and the rationale for why each step should be done in the order they have chosen. 5. Each group, one group at a time, will put the order they came up with on the board and a group spokesperson will explain their rationale. The class can ask questions.

38. EXAMPLE of PBL from RDG 030 cont. What Skills, Strategies, or technology is being taught? · Reading-Study Strategy- SQ4R · Cooperative Learning – student interdependence, group social skills · Critical thinking skills Materials needed: · Separate papers with individual research steps on each sheet · List of internet links on semantic mapping How many groups _5_ of how many students__4_? How will groups be chosen? Students will count off in groups of 4. All 1s will for a group, all 2s will forma group, and so on. What roles will be assigned? (Leader, Encourager, Recorder, Clarifier) Leader, Encourager, Recorder, Clarifier

39. EXAMPLE of PBL from RDG 030 cont. What information literacy resources and competencies will problem focus on? This is where the library/information resource faculty come in What method of group presentation will be used? Order created by each group will be put on the board and rationale explained. How will group assignment be graded? Group presentation will receive a max. of 10 points How will individual group members be graded? · Each student must show individual work done on project. Max. 10 points · Students will evaluate individually other members of the group. Max. 5 points each (averaged results)

40. EXAMPLE PBL for GE 101; FYE Course State the Problem: Problem-Based Learning / Time Management Tamara Has a Time Problem Problem: Tamara is 26, a single mother of a 6 year old son. She works 15 hours a week in a department store, and is in the nursing program. She is having a difficult time managing and juggling her time between her daughter, work and school. She knows she is going to have to manage her time better, but just doesn’t see how she can squeeze another minute out of her schedule.

41. EXAMPLE PBL for GE 101; FYE Course cont. Step 1: Problem-Solving- Tamara Has a Time Problem 1.Determine what your group knows that Tamara needs to know about time management and creating a time management plan for Tamara. 2.Identify what your group needs to know that they do not presently know. 3. Where can you get the information Tamara would need? Step 2: Problem-Solving- Tamara Has a Time Problem Once your group has worked with the problem as far as possible and identified what they need to learn, and have identified where to begin searching for the information, your group will need to begin researching the information needed.

42. EXAMPLE PBL for GE 101; FYE Course cont. Step 3: Problem-Solving- Tamara Has a Time Problem Your group will then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem. The group will come up with a time management plan to help Tamara learn to manage her time better. Step 4: Problem-Solving- Tamara Has a Time Problem After your group has finished their problem, the group assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers. Self-assessment is a skill essential to effective independent learning.

43. EXAMPLE PBL for GE 101; FYE Course cont. Materials needed: *copies of the problem, *steps in PBL process, *steps in the Big6 Information Literacy process What Skills, Strategies, or Technology is being taught? · Problem-Solving Skills – 4 step PBL process · Information Literacy Skills – Big 6 · How to search internet – computer literacy, search strategies · Critical Thinking - analyzing the relevancy of the search results and deciding whether refinement is needed, deciding which documents in the search results are likely to contain the desired information.

44. EXAMPLE PBL for GE 101; FYE Course cont. How many groups _4_ of how many students__5_? How will groups be chosen Students will count off in groups of four. All 1s will for a group, all 2s will forma group, and so on. What roles will be assigned? (Leader, Encourager, Recorder, Clarifier) What information literacy resources will problem focus on? Searching the internet What method of group presentation will be used? Each group decides its on method of presentation. How will group assignment be graded? Group presentation will receive a max. of 10 points How will individual group members be graded · Each student must show individual work done on project. Max. 10 points · Students will evaluate individually other members of the group. Max. 5 points each (averaged results)