LOEX 2002 – Integrating Information Literacy into the College Experience

http://www.emich.edu/public/loex/conferen/2002/index.htm (program, other sessions)

Interesting things I learned at each session and links handouts or websites

Keynote: Information Literacy and the Learning Community: the Centrality of Teaching for Academic Librarians. Mary Reichel, UL, Appalachian State U; ACRL Pres.

Learning Library – see Research Strategies 2000, v 17 – special issue

Making the most of college. Students speak their minds. Richard J. Light. (2000). Harvard Press

- Opportunity to redefine how library contributes to the academic enterprise. 50% of students at her university in a learning community.

Information Literacy Meets the Real World and the Winner is…? Virginia Commonwealth U. (Dan Ream,)

VIDEO - Asked 4 questions about Information Literacy to 2 groups of people – 1. students 2. people at a church supper (all ages). What is Information Literacy; Are you Information Literate; #3? If I offered you a workshop on how to search for information or $1. what would you choose?

Guess the % who took the workshop.

A System-wide, Multi-Campus Approach to Integrating Information Competence into the Learning Outcomes of Academic Dept. California State U

- information literacy competencies (IC) integrated into the curriculum on 23 campuses

- $1 million in grants support the strategic direction (2 grant examples presented)

- 2001 deliverable – departmental IC learning outcomes; assignments promoting and demonstrating IC

1. History prof – grant for a faculty retreat ($100/faculty) including librarian who taught databases, online archival materials; Q & A. Result: defined IC for history majors (handout – Jane has); revitalised faculty – ongoing process.

2. Education PhD student – IC in doctoral program. Focus group – chain of ideas method to ID which courses meet each IC standard; ID any standards not covered. Results in a matrix.

What Students Really Cite: Findings from a Content Analysis of First-Year Student Bibliographies. Illinois State U.

Bibliography; templates for coding sheets

- Assess student learning - analyse bibliographies of 4 min. speech in student portfolios

-Results: Internet used less (24%); books (27%) and articles (34%); popular (77%); 75% last 5 years except for books. Items not in the library or web (26%); evidence of recycling research.

- Librarian feedback on BI session worksheets helped TAs know how to evaluate bibliography and help students.

- Citing electronic version of a print journal – different format. 87% not conform to APA (described in course textbook). 36% all citation info correct.

- Time consuming method

Inch-by-Inch, Row-by-Row: Growing an Information Literacy Program. U. Rhode Island.

http://www.uri.edu/library/instruction_services/infolitplan.html

Plan is a tool for now and future – revise and review regularly; tell many audiences what you’re doing, at many stages; keep it moving – don’t wait til it’s perfect

Planning to Plan – who will plan; retreats (2x year); Open Space Meeting; university organizational structure – curriculum change agents; timing of decisions; what’s happening elsewhere and with what outcomes; what to do with results – progress reports; report to higher ups whether they want to hears about it or not

Planning to Write the Plan – who? library curriculum committee; audiences – include Alums, employers – tailor amount of info; modular development; What to accomplish

Writing the Plan – why it’s imp. to future of all students; context of what you’ve been doing – unmet needs; include program assessment tools; organize by student year; by disciplines or programs; by type of instruction; by timeframes

Implementing the Plan – immediate (e.g. online module with quizz); not too distant (e.g. faculty update/sharing session); long term (e.g. 3 credit course) etc; training librarians in teaching IL; market; educate re IL

Ongoing Review of plan at regular intervals; report successes widely – shiny brochures! stick to a timetable for review; take opportunities

The Information Literacy Toolkit: Fostering Critical Research Skills in the Online Environment. U. Minnesota – Twin Cities (Jerilyn Veldof)

Presentation: http://staff.lib.umn.edu/rcs/dist/present/LOEX2002/sld001.htm

- IL strategy – scalable; research univ. with no language about IL competencies

- tools – easy, add value to curriculum, builds worth, customizable; user centred

- mysql database (plan to redesign – Open Source)

Outcomes: increase librarian/faculty collaborations

Plans: staged assessment of student learning; integrate into academic evaluations

TOOLS

Ideas Exchange – assig. examples, lesson plans for faculty; assignment sequencing

CourseLib – library webpage for course; teach from it; turn off end of term

Quick Study – modular IL tutorial – linked to IL standards (more interactive in future)

Assignment Calculator – 12 steps to complete assignment based on due date and subject

Research Quickstart – database generated pathfinders for 200 subjects

FAQ Database – questions from digital reference

Searchpath, a New Information Literacy Tutorial or How a Grant, Hard Work and Open Publication License Made it Possible. Western Michigan U.

http://www.wmich.edu/library/searchpath/

Handouts: Helpful Resources; Searchpath: A Fact Sheet

-  Use – augment instruction without taking up class time. BI classes focus on subject specific and higher level stuff. Prerequisite for all classes requesting instruction Fall 2002

-  TILT with extensive changes – e.g. less detail, pages fit 1 screen (no scrolling), informal rather than cute tone, fewer images etc.

-  Library support – ref desk release time; salary for web coding person

-  Open Publication Licence available end of summer

-  Assessment and feedback analysis planned

Problem–based Learning to the Rescue: Faculty Collaborations that Work. Purdue U.

Presentation http://www.lib.purdue.edu/LOEX/

Bibliography; worksheets for developing problems

Info lab (tutorial pbl) http://www.lib.purdue.edu/EAS_LEADER/index.html

Forestry class example http://www.lib.purdue.edu/Leader_Forestry/ (student projects incl)

- pbl develops same skills as info lit

- Based on course syllabus, discussions with faculty and subject, devise real world problems student groups can resolve using information they gather.

-  Suggest sequence of assignments to move the process forward and so students get IL skills and experiences.

-  Librarian may not ever be in the classroom. Link to tutorials for help learning to search databases.

-  engineering / science most often use pbl – ID others – group – what do you need of us?

-  lunch meeting of faculty using BI – present idea

-  5 steps to writing effective statements – current situation with set of phenomena; list skills students bring to course; students play a role; outcome product e.g. grant proposal, letter etc. KND method – What we know; What we need to know; What we need to do

Talking with Faculty and Administrators: Using Numbers. Western Michigan U.

Bibliography

- Questionaire to engineering students – check things (IC) you have learned; how do you gather info for course assignment - Int’l students issues; differences between terms

- Shared results with faculty, library admin (for impact at higher levels) – in context of other published studies

- Mapped Info Lit standards with ABET engineering skills – common language – sent to Dean and suggested partnership with library would help them meet new accreditation goals.

Next year: LOEX 31st - Madison Wisconsin - May 8-10, 2003

The Reflective Teacher: a Bridge to Lifelong Learning

Anne Fullerton LOEX 2002.doc 2002-08-30