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Integrating Information Competency Into the

Curriculum: The Cornell Experience

Thomas Mills and Camille AndrewsCornell UniversitySpring 2011

Understand information (and other) literacies & how to develop strategies to incorporate it into course assignments

Discuss development of Cornell's Undergraduate Information Competency Initiative

Identify successes, challenges & growth of program; issues for future of Initiative

What is information literacy (IL) in your view? At your institution?

"recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“

American Library Association. Presidential Committee on Information Literacy. Final Report.(Chicago: American Library Association, 1989.)

Doug Belshaw

vincos

Cornell University. (2010). Learning Outcomes at Cornell.

To student learning outcomes on the ground level

How do we do this on the ground?◦ Discipline◦ Course◦ Assignment

http://infocomp.library.cornell.edu

Campus Readiness Framework: ◦ Consider your campus culture, priorities and

initiatives◦ Possibilities and challenges/obstacles?

Who needs to be involved in and what roles there are on your campus for the steering committee?

Adapted from ACRL Information Literacy Immersion Institute (2009).

Administration at all levels

StudentsTAs

Writing Center, etc.

Cluster groups and implementation teamsJason Koski/University Photography

http://guides.library.cornell.edu/comm2010_spring10

TOO MUCH FOR ONE ASSIGNMENT OR COURSE!

INTENDED FOR WHOLE CURRICULUM

http://cybertower.cornell.edu/lodetails.cfm?id=601

Fashion & PosingBy studying Joe Conzo’s pictures we were able to observe the evolution of fashion trends as well as the art of posing through 1979-1982 while focusing on the Cold Crush Brothers. This collection enabled us to create a visual chronology by looking at various concerts, shows, and studio portraits taken by Conzo. We chose to focus on the Cold Crush Brothers because they were the most prominent subjects of the collection. From our personal interpretation and analysis of the pictures we were able to conclude that:• Posing was seen in their pictures since the earliest pictures and evolved thematically in terms of complexity as their fame grew. • Their fashion trends followed the same pattern by becoming more complex and more charismatic as their popularity expanded. The earliest pictures show very few costumes, or coordination of outfits between the members. In the older pictures we see the appearance of showmen, costumes, glitter, outrageous outfits and themes. • Our interpretation was that these trends evolved according to financial abilities, popularity more than due to time.• By comparing the posing style and fashion trends of the Cold Crush with other popular groups of their time we realized that although they evolved through time they were not really following the fashion trends of their times, making them a unique group.

1979 1982

"People were standing around, look good, very fashionable, trend setting." Joe Conzo, April 25th 2009

Gwen Glazer, CUL Communications

Flexibility

Creativity

Fun

Letting students chart their own course can be scary but it makes for good learning. . .

http://guides.library.cornell.edu/fgss3720

3 institutes 18 classes or programs 20 instructors Thousands of students

Only part of the story. . .

Direct and Indirect◦ Rubrics for assignments and institute◦ Student and faculty surveys

Student and faculty comments: In their own words

Continual process

Fall 2010, ~90 students

Fall 2010, ~90 students

“I use the library databases much more often now; I used more effective, specific search terms; my thought processes became clearer; I learned how to find scholarly articles and not just use websites from Google.”

“I learned how to locate resources that are more scholarly and are better able to support my ideas. I used this knowledge to locate better sources for my research paper, including scholarly journals and encyclopedias.”

"This community completely revitalized my teaching. I've never gotten such high evaluations from my students.“

"The institute has begun a slow but inexorable transformation of my teaching. . .[it] is much more oriented toward the students' discovery of knowledge and much less invested in my imparting it in the front of the classroom. It's them teasing out the questions and devising research strategies with my guidance. The results are stunning.”

Wayan Vota

Nial Kennedy

Peter Beste, Cornell Chronicle

Robert Barker, University Photography

By Rich James

Successes: Accreditation & Assessment Awareness

ToniJV

fenng

David T Jones

mstephens7

dunechaser; padumbumpsh; uggboyugggirl

Doug Belshaw

Challenges: Multiple Literacies

Rachel Gardner

choconancy1

digitalsextant

Patrick Hoesly/zooboing

Paul Veugen

Margaret Gaudino

Valuable lessons and material from Berkeley

Pilot! Iterative, continual process Gain internal as well as external buy in Bring in other stakeholders Shared mission: “It’s about the

students!” Collaboration

What IL successes and challenges are you facing?

Q&A

Contact us:◦ Camille: ca92@cornell.edu◦ Thomas: twm26@cornell.edu◦ CUICI: infocompetency@cornell.edu

Mellon Library/Faculty Fellowship: http://www.lib.berkeley.edu/mellon/

Cornell UG Info Competency Initiative (CUICI): http://infocomp.library.cornell.edu/