Information Literacy and the University Curriculum

A Workshop Sponsored by CETLA and the University Libraries @ Howard UniversityJune 2005

Why a workshop on incorporating information resources in teaching?

According to the Teaching, Learning, and Technology Committee at Howard, “in the hands of a skilled teacher, digital content promotes ‘collaborative, creative, and engaging student learning.”’

Workshop Goals

To highlight changes in the information services offered by the HU Libraries

To illustrate effective, transferable searching techniques

To identify resources that may be used to enhance a course syllabus or particular assignments.

To introduce librarians who may assist you.

Workshop Overview

Information Literacy in Context: The Learning Environment

Skills and Competencies for Basic Information Seeking and Gathering

Discipline-specific Resources: The Library and the Classroom

Collaborative Design of Assignments

The Ideal Context:Student-centered learning environments – the classroom, the library, the campus Inquiry is the norm Problem solving is the focus. Thinking critically is the process.

The Challenge:Many Tech Savvy Students read less (print) write less (with pen and paper) don’t know about the wide variety of

information choices available to them don’t know how to search bibliographic or

full-text databases effectively don’t know how to evaluate information

What is Information Literacy?

The American Library Association defines Information Literacy (IL) as

the ability to recognize when information is needed, and then to find, evaluate, use and communicate that information effectively.

The Middle States Commission on Higher Education defines “IL” as an intellectual framework for identifying, finding,

understanding, evaluating and using information. It includes … incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose;…and observing laws, regulations, and institutional policies related to the access and use of information.

Jeremy J. Shapiro and Shelley K. Hughes, “Information Literacy as a Liberal Art,” EDUCOM Review, 32(2), March/April 1996:

Information literacy “…extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact.” IL is “as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic, and rhetoric) was to the educated person in medieval society.”

Why the focus on Information Literacy?

The Middle States’ Standards for Accreditation now include an information literacy component.

All HU students need to know how to use information resources, whether online or in print. These research skills can be used in their school assignments, in their personal lives, and in their occupations.

Information literate people determine the need for information and

ask appropriate questions retrieve information effectively and

efficiently by thinking out search strategies before starting their research

access sources of information including electronic databases and other technologies

Information literate people also evaluate the information and its sources

critically use information in critical thinking and

problem solving understand economic, legal, and social

issues surrounding the use of information

The information proficient have learned how to learn know how knowledge is organized know how to find information know how to use information in such a

way that others can learn from them are prepared for lifelong learning

What’s in it for your students? Students who are information literate will

probablyproduce quality research papersmake more effective oral presentationsuse correct citations when writing or make

appropriate attributions when speakingplagiarize less

What’s in it for you? Deliverables for faculty who adapt the concepts

or examples presented during the workshop include: A list of web pages or articles that can be accessed

via links embedded within the class website or a course management system like Blackboard

A syllabus that intentionally includes assignments that promote information competence

Representative assignments indicating that students are being asked to demonstrate selected information competence skills

ACRL Standard One[Association of College & Research Libraries]

The information literate student determines the nature and extent of the information needed. Defines and articulates the need for information Identifies a variety of types and formats of potential

sources for information Considers the costs and benefits of acquiring the

needed information.

ACRL Standard Two

The information literate student accesses needed information effectively and efficiently Selects appropriate investigative methods or

information retrieval systems Constructs and implements effectively designed

search strategies Retrieves information; refines the research strategy, if

necessary; extracts, records, and manages the information and its sources.

ACRL Standard Three

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

ACRL Standard Four

The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

ACRL Standard Five

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

Acknowledgments:

Ideas for this presentation were drawn from earlier presentations by Julie Baga, Delaware County Community College; Tina Hertel, Marywood University; Lisa Janicke Hinchliffe, Eastern Washington University; and the Information Competence Committee of the California State University at Chico.

Special thanks to

Dr. Teresa Redd and the staff of the Center for Excellence in Teaching, Learning, and Assessment

http://www.howard.edu/library

Course material accessible online athttp://blackboard.howard.eduCourse code: LIBR2700200308

Course title: Information Resources for Teaching and LearningTo self enroll, use “library” as access code.

When on campus, access material at http://138.238.41.134/infolit2005/index.htm

http://www.howard.edu/library/contacts.htm202-806-7252

Arthuree McLaughlin Wright, Ph.D. Associate Director for Information, Research and Resource Services Howard University Libraries June 2005