© Eisenberg 2004 Mike Eisenberg The Information School University of Washington Information...

Mike EisenbergThe Information School

University of Washington

Information Literacy:Ensuring Effective Use of

Information

All Big6 resources available from:

Linworth 800-786-5017linworth@linworthpublishing.com

www.big6.org

Information LiteracyInformation 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?

Why This is Important…Why This is Important…

“To ensure that

students...are effective

users of ideas and

information.”

Information Power: Building Partnerships for Learning, AASL and AECT, 1998.

Why?Why?

• What does this have to do with me?

• Is this what libraries are really about today?

So What?

ProblemsProblems

• Everyone – information access, overload, quality

• Students – gaining essential information knowledge & skills

• Schools – providing meaningful learning opportunities

• Librarians – becoming central “players” (delivery and recognition)

SolutionSolution

• Active, engaged, vibrant library programs

• Highly knowledgeable and skilled librarians

• Programs and professionals directly focused on learning – in all types of libraries

Example – Master’s CurriculumUniversity 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.

Information Problem #1:Overload

• Information overload, information anxiety

• Just too much “stuff”; people can’t keep up.

“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 OverloadInformation Overload

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

Information Overload

Solutions to Information Overload?

• Speed things up?

• Pack in more and more content?

• Add more technology?

Speeding Up – The Solution?

Solutions to Information Overload?

• Speed things up?

• Pack in more and more content?

• Add more technology?

The Solution – Technology?The Solution – Technology?

The World Wide WebThe 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.govtrio.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

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.govtrio.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

• 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

LibraryLibrary

Books Technology

It’s not print vs. digital

LifeLife

It’s not air vs. water

Air Water

However…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.

• When almost everything is digital?

• When services, resources, & info are increasingly provided virtually?

Will we need libraries?Will we need libraries?

ABSOLUTELY

!!!!Our Time

Our Time

Is Now!!!

Information OverloadInformation Overload

•A Major Problem for Most A Major Problem for Most PeoplePeople

•A Major Opportunity for A Major Opportunity for Libraries!Libraries!

Problems = Opportunitiesfor 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!

Problems = Opportunitiesfor Libraries

Computers today are one million times more powerful than those 20 years ago.

20 Years Ago: 198320 Years Ago: 1983

• Apple II

• IBM PC

• Compaq “portable”

• Mainframe, centralized control and services dominated

In 20 years computers will In 20 years computers will be one million times more be one million times more powerful than today!powerful than today!

Today: Developing Information Technologies

• Tablet PC

• Wireless

• Convergence devices

• Wearable computers

Information Problem #2: Quality

QualityQuality

• 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

QualityQuality

Breast cancer 63%

Depression 44%

Obesity 37%

Childhood asthma 33%

U.S. News & World Report, June 4, 2001 v130 i22 p10

“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 )

QualityQuality

Information OverloadProblem: 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

QualityQuality

• 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)

QualityQuality

• 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!

The Solution?The Solution?

• Discourage Web Use?

• Filtering?

• Helping people to be discriminating users of information!

• Helping people learn essential information & technology skills!

INFORMATION LITERACY

Alternative SolutionAlternative Solution

“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

• Beyond location & access

• Beyond keyboarding or any particular software product

• The full range of information skills & technology skills within the information process.

A Widely Recognized Need

ForLan

Enviro

Divers

NonMaj

Readin

GroupW

Technol

Speaki

ProbSolv

Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads

Survey of Valued SkillsFall 2001

www.washington.edu/oea/9811.htm

• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading

Survey of UW StudentsSurvey of UW Students

Senior

2001Diff

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”:

Information Literacy Models

• AASL Information Literacy Standards– www.ala.org/aasl/ip_nine.html

• ACRL Information Literacy Standards– www.ala.org/acrl/ilintro.html

K – 12 K – 12

• Information Literacy

• Independent Learning

• Social Responsibility

AASL – Nine Information Literacy Standards for Student Learning

http://www.ala.org/acrl/ilintro.html

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

Information Literacy Models, K12Information Literacy Models, K12

• Kuhlthau – The Information Search Process

• McKenzie – The Research Cycle (1995) www.fno.org

• Pappas/Tepe - Pathways to Knowledge Information Skills www.pathwaysmodel.com

• Stripling/Pitts Research Process Model

• Eisenberg/Berkowitz – The Big6 www.big6.com

1. Task Definition1. Task Definition

2. Info Seeking Strategies2. Info Seeking Strategies

3. Location & Access3. Location & Access

4. Use of Information4. Use of Information

5. Synthesis5. Synthesis

6. Evaluation6. Evaluation

Information LiteracyThe Big6™ Skills

Information Literacy Models

Eisenberg (1997) www.big6.com/comparison_chart.gif

Higher EducationHigher Education

Association of College Research Libraries (ACRL)

• Information Literacy Standards for Higher Education

• 5 Standards

1. determines the nature and extent of the information needed.

2. The information literate student accesses needed information effectively and efficiently.

ACRL: Information Literacy CompetencyStandards for Higher Education

The information literate student

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.

5. understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

ACRL Standards Big61. 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

Information Literacy in Action

Information LiteracyThe Big6™ Skills

For the Very Young (preK – 1)The Super 3The Super 3

• Example:

• Making a picture of signs of Spring

The Super 3

Beginning - Plan

You are the main character in a story:

Middle - Do

End - Review

Super 3 LessonSuper 3 Lesson

– book

– computer

– person

– self

Creating a “culture of citing”

Use rubber stamps

Assignment—Recycling

1Create a picture book on recycling in your home or community.

4Make a presentation (with multimedia aids) on recycling (3 different types or methods).

9Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.

14Argumentative essay: Is recycling the answer to waste management?

Task DefinitionTask Definition

1.1 Define the problem

1.2 Identify the information needed

9th Grade Social Studies9th Grade Social Studies

• Leon -

• Recycling project

• Short paper and oral presentation on the problems and solutions regarding recycling of one type of waste.

Information Seeking Strategies

2.1 Determine all possible sources

2.2 Select the best sources

Lesson: Info Seeking Strategy Criteria

easy to use available current affordable fun

on the topic (valid) reliable/authoritative accurate precise complete

Lesson: Info Seeking Strategy Criteria

Location & Access

3.1 Locate sources

3.2 Find information within sources

Use of Information

4.1 Engage (read, hear, view)

4.2 Extract relevant information

Synthesis

5.1 Organize

5.2 Present

Evaluation

6.1 Judge the result

6.2 Judge the process

Themes of the Big6Themes 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.

2. The Big6 is an adaptable and flexible; it can be applied to any information situation.

3. Using the Big6 is not always a linear, step-by-step process.

ISSISSL&AL&A

UIUISS

The Big6: Not LinearTask

Definition

Information Seeking

Strategies

Location and Access

Information Use

Synthesis

Evaluation

The Big6: Non-LinearThe Big6: Non-Linear

L&AL&A

ISSISS

The Big6: Not LinearThe Big6: Not LinearTDTD

L&AL&A

ISSISS

L&AL&AUIUI

ISSISS

4. Technology skills take on meaning within the Big6 process.

The new A, B, C’s…?The new A, B, C’s…?

Technology?Technology?

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

• 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

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 & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.

USE OF INFORMATIONStudents 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.

EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency

How?CONTEXT!!

WARNING! Teaching information & technology

skills out of context is hazardous to your students’ health.

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

Context #1: The ProcessThe Big6™ Skills

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 STRATEGIESStudents identify and assess computerized resources as they develop information seeking strategies toward their problem.

LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.

USE OF INFORMATIONStudents 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.

SYNTHESISStudents 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.

EVALUATIONStudents evaluate the impact of the technology they used, including its effectiveness and efficiency

Technology out of Context

Killer WhalesOrcinus Orca

A Report by the Great Mike Eisenberg

Do they eat people?

Why do we call them killer whales?

Link to PowerPoint File:

“Killer Whales 1 – intro”

Link to PowerPoint File:

“Killer Whales 2 – organizing slides”

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

Context StrategyLooking 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

ConclusionConclusion

Thanks for

listening!

© Eisenberg 2004 Mike Eisenberg The Information School University of Washington Information...

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