The Information Literacy Institute: Integrating Information Literacy into the Course Experience

THE INFORMATION LITERACY

INSTITUTE: INTEGRATING INFORMATION LITERACY INTO

THE COURSE EXPERIENCE

Margaret MontetMaureen McCreadie

Bucks County Community College

WRITING TO LEARN (MMM)

Take three minutes to write a few sentences about your BTE (Best Teacher Ever). Please include:

What they taught,Why you liked them,What made them different,What techniques they used.

We’ll discuss this in a few minutes…

THE IL INSTITUTE, BRIEFLY(MMM OR MMC)

Four intensive days IL = Find-Evaluate-Use EthicallyCore Outcomes

Co-taught (librarian + professor) Deliverable: an IL-rich assignment

participants will be able to use in class

HISTORY OF INSTITUTES (MMC)

Online Learning

Integration of

Knowledge

INFORMATION

LITERACY (2007)

Media Literacy (2010)

Universal Design

Institute (2011)

IL INSTITUTE PURPOSE (MMM OR MMC) To help faculty,

especially those teaching Core courses for IL,

integrate IL into their coursework seamlessly, knowledgeably, and purposefully.

MARGARET’S SECRET AGENDA (MMM)

Constantly imagine that the participants are asking “What’s in it for me?”Reveal to the participants that they should

imagine their students are asking “What’s in it for me?” as they design assignments and activities.

Insert unexpected, but relevant, surprises to keep up participant interest.

MAIN TOPICS COVERED IN IL INSTITUTE (MMM OR MMC)

Core Curriculum

Information Literacy

CORE (MMC?)

Luckily for us, Information Literacy is already an outcome in our Core.

We assess all of our outcomes in a five-year cycle.

PARTS OF THE IL INSTITUTE: WHICH DO YOU THINK MAKES THE BIGGEST IMPRESSION? (MMM THRU SLIDE #19)

Pre-Institute Reading Assignment Icebreaker Student Panel Interactive learning: Find-Evaluate-Use Exercises to build assignments gradually Guest speakers Free day to work Sharing results

PRE-INSTITUTE READING ASSIGNMENT SURPRISE! We actually discuss the participants’ experience retrieving the articles through the library’s databases more than the content of the articles.

“What’s in it for me?”—empathy for the student experience.

ICEBREAKER: BEST TEACHER EVERSURPRISE! The techniques and habits that the Best Teachers Ever used rise to the surface of the conversation.

Participants realize why these teachers had such a lasting impact.

Recurring themes emerge.

“What’s in it for me?”—ideas to use in class.

STUDENT PANEL SURPRISE! Even the least motivated

students are stars here because facultyparticipants rarely get a chance to ask honest questions and expect honest answers.

“What’s in it for me?”—empathy for the student experience and insight about how to reach them.

INTERACTIVE LEARNINGFIND-EVALUATE-USE We focus on each element with its

own activities…

FIND: the pre-institute article search,

and student-style IL sessions

INTERACTIVE LEARNINGFIND-EVALUATE-USE

EVALUATE: a Psychology

assignment where students are asked to find articles that give advice or tips,

and,

bogus websites.

INTERACTIVE LEARNINGFIND-EVALUATE-USE

USE:

examples of annotated bibliographies,

And,

search-strategy questionnaires.

“What’s in it for me?”– participants gradually accumulate ideas for their own assignment.

GUEST SPEAKERS

LibGuides

Media Literacy

Universal Design

FREE DAY TO WORK

SHARING RESULTS The last day is devoted to eating

breakfast and sharing the assignments particpants have created.

Critiques are encouraged, but participants are usually impressed by their colleagues’ creativity!

“What’s in it for me?”—more ideas.

NOW WHICH DO YOU THINK MAKES THE BIGGEST IMPRESSION? Pre-Institute Reading Assignment Icebreaker Student Panel Interactive learning: Find-Evaluate-Use Exercises to build assignments gradually Guest speakers Free day to work Sharing results

FUNDING (MMC)

Usually the questions we get are:Where does the money come from to offer a

stipend?Where does the money come from to

provide food?

QUESTIONS