Saint Paul, Minnesota

Concordia University Saint Paul, Minnesota

This thesis for the Master of Arts in Organizational Management degree

HSV 422 and the ACRL Information Literacy Standards

by

Laurel Forsgren

has been approved by a committee composed of the following members:

____________________________ (Name), Chair ____________________________ (Name), Reader ____________________________ (Date)

i

Acknowledgements

I would have never been able to undertake this journey without support from the

following:

Thank you to my Concordia family. You have inspired me to pursue this degree, and

supported me while I was doing it. I am blessed to be surrounded by such enlightened,

caring individuals.

Thank you to my friends. I have missed many social functions and been preoccupied with

studies for quite some time now. I appreciate your patience and encouragement.

Thank you to my fellow cohort members. You introduced me to more perspectives than I

could have imagined. I will truly miss our weekly interactions.

Thank you to my instructors who challenged me to stretch my thinking, motivated me,

and helped me to achieve a goal I am very proud to have accomplished.

And, special thanks to my husband, Rick. We entered this program together as partners,

and I have truly enjoyed learning and growing with you. I believe we can look forward to

a long life of shared learning.

ii

ABSTRACT

It is predicted that by the year 2020, the body of existing knowledge will double every 73

days. In order to address the societal challenge of the escalating quantity and unclear

quality of information, the Association of College and Research Libraries (ACRL) issued

the Information Literacy Competency Standards for Higher Education. The competencies

consist of five standards and twenty-two performance indicators, which provide a

framework for assessing the information literate individual.

In the 2001-02 Executive Summary of Student Learning and Development, Urban

University (UU) noted,

“Although learning outcomes such as information literacy and technology competency may be addressed in individual courses or programs, they have not been intentionally assessed across colleges, departments, or courses” (Luebke, 2002). This study intentionally assesses whether the UU course, “HSV 422 Information

Literacy”, meets the ACRL Information Literacy Competency Standards for Higher

Education and adequately prepares learners for the current and future information society.

iii

Table of Contents Chapter One ...............................................................................................................1 Chapter Two...............................................................................................................3 Reports ..................................................................................................6 Research................................................................................................10 Higher Education ..................................................................................14 Chapter Three ............................................................................................................20 Chapter Four ..............................................................................................................43 Chapter Five...............................................................................................................46 References..................................................................................................................49 Appendix A................................................................................................................53 Appendix B ................................................................................................................63

1

Chapter One

“Accessing Educational Resources” is a foundational course in selected graduate

programs at UU; however, this course was not offered at the undergraduate level for

human services online programs. Undergraduate alumni entered the graduate program

and expressed that this course would have been helpful to them during their bachelor’s

degree. The rationale for the course at the BA level was quickly substantiated, as many

adult learners expressed concern regarding their “knowledge navigation” skills and

ensuing “information overload”, both professionally and academically.

Consequently, the course, “HSV 422 Information Literacy” was designed by the

author (Appendix A). The course was based loosely upon the existing graduate-level

course and the definition of information literacy set forth by the American Library

Association (ALA). The course continues as a requirement in the criminal justice degree

completion curriculum.

A recent UU report indicated the need for assessment of information literacy-

specific courses, which inspired the author to conduct a comprehensive review of the

literature and to examine the following:

Does HSV 422 address the ACRL information literacy standards? Is a stand-alone

course effective?

What improvements can be made to the current course?

Can a recommendation be made to include HSV 422 in other adult degree

completion programs?

2

There are differing views regarding whether information literacy should be a

stand-alone course, integrated into existing curriculum, or both. The author believes adult

learners benefit from a specific course addressing personal bias’ about information,

information navigation, evaluation, and synthesis—information literacy. Information

literacy is not only an academic necessity, but is an expertise essential for survival in the

workplace of the information age. It is not a mere skill set, but a reflective process

involving the examination of one’s assumptions about a given topic, resources available,

and the responsible usage of those resources. As the volume of information continues to

increase exponentially, the information literates will be better prepared to navigate data

and develop wisdom to better inform their decision-making ventures.

The author will examine the available literature regarding information literacy,

and will assess the HSV 422 course based upon the ACRL standards (Appendix B).

Recommendations for course improvements and possible college-wide adoption will be

presented.

3

Chapter Two A review of the literature will examine the evolution of information literacy and

the implications for higher education.

Information Literacy and the Information Explosion

The concept of information literacy (IL) emerged in 1974 when Paul Zurkowski

submitted a proposal to the National Commission on Libraries and Information Sciences.

Zurkowski’s characterizations of information literates were, “People trained in the

application of information resources” (p. 6). Over the past twenty years, technology has

evolved, and the amount of available information resources has increased exponentially.

In the 1970 book, Future Shock, Alvin Toffler invented the phrase “Information

Overload” (p. 350) and examined how cognitive over stimulation interferes with our

ability to make decisions effectively. In 1989, Saul Wurman examined the phenomenon

of “Information Anxiety.” He claimed that the weekday edition of The New York Times

contained more information than the average person in 17th-century England was likely

to come across in a lifetime. He believed that information anxiety was a product of the

ever-widening gap between what we understand and what we think we should

understand, and would occur when information does not accurately explain what we want

or need to know (Bruce, 2002).

Adding to the list of related vocabulary, Fortune described the unending

information deluge, combined with the anxiety produced by the disparity between

existing data and knowledge as an “Infobog” (Tetzeli, 1994). Overloaded with

4

information, individuals have suffered from a condition identified by British psychologist

Dr. David Lewis, called “information fatigue syndrome”. Ida Silva (cited in Bundy,

1997) stated, “We are awash with information…we are surrounded prodded, consumed

and overwhelmed by it…we are in the midst of an information explosion. And, as in the

nature with explosions, the casualties are mounting up.”

In the keynote address at the Eastern Michigan University Presidential

Inauguration in 2000, Dr. James B Appleberry noted:

Several years ago, it was said that the information available to mankind doubled

every five years, and that by the year 2000, 97% of the information available to

mankind would have been invented or discovered during the lifetime of those

living today. About five years ago, one of our leaders in Washington said that by

the year 2020, information available to mankind would double every 73 days.

More conservative estimates assess that knowledge doubles every three years (Gregorian,

2002).

In addition to growth and accessibility issues, the accuracy of information has

come under scrutiny as “infobubbles” (homogenized and filtered information from one

organization) have emerged, clouding the decision-making process (Burns, 2002).

As the volume and quality of information continues to transform, the required

information retrieval and evaluation skills have changed. “Information literacy” has

surpassed a specific skill-set, and emerged as a vital discipline. This review of the

5

literature examines the progression of information literacy, and its implications for higher

education.

Definitions Today, definitions of information literacy have surfaced from the traditional realm

of libraries into business, higher education, and government. Zurkowski’s 1974

description has evolved over the years, both inside and outside the field of library

science. In 1989, the ALA defined IL as specific skill sets:

• Recognize a need for information

• Identify information needed to address a given problem or issue

• Find needed information and evaluating the information

• Organize the information

• Use the information effectively to address the problem or issue at hand (ALA

1989).

Christina Doyle elaborated further on the definition in 1992, adding the following:

• Develops successful search strategies

• Assesses sources of information including computer based and other

technologies

• Evaluates information

• Integrates information into existing body of knowledge

• Use information in critical thinking and problem solving

6

Patricia Breivik’s definition builds upon the aforementioned, incorporating the following

competencies:

• Test the validity of information as it remains constant and as it changes from

discipline to discipline

• Place information into various contexts that will ultimately yield its pertinent

meaning

• Remain skeptical about information while discriminating between fact and

truth. (1998).

These definitions reflect a progression from a skill-based competency to a deeper,

critical thinking paradigm.

Information Literacy Reports American Library Association

The foundational event in the development of IL theory was the establishment of the

ALA Presidential Committee on Information Literacy in 1987. The committee’s purpose

was to:

1. To define information literacy within the higher literacies and its importance

to student performance, lifelong learning, and active citizenship;

2. To design one or more models for information literacy development

appropriate to formal and informal learning environments throughout people's

lifetimes; and

7

3. To determine implications for the continuing education and development of

teachers (ALA, 1989).

The committee drafted a report, which provided the definition of information

literacy, and emphasized IL as a skill beyond the jurisdiction of library science—IL was a

necessary competence for life, the business world, and democracy (Spitzer, Eisenberg, &

Lowe, 1998).

National Forum on Information Literacy

The National Forum on Information Literacy emerged in 1990 as a response to

the recommendations of the ALA’s Presidential Committee on Information Literacy. This

coalition of over 65 national organizations from business, government and education was

formed to promote the concept of IL as an imperative for the information age. (Spitzer et

al., 1998). IL skills reach farther than mere “technical skills”, as noted in a 1998 progress

report. Chair Patricia Senn Breivik summarized the coalition’s activities, progress, and

offered recommendations for the challenges yet to be met, including:

Forum members--after monitoring America's progress in addressing the issues

raised in the Report of the Information Age--believe that there needs to be a

national re-evaluation of the seemingly exclusive emphasis on and enormous

investments in computers and networks. They believe that the technology alone

will never allow America to reach the potential inherent in the Information Age in

not only its schools but also in its businesses. In fact, they believe that the dreams

of a new and better tomorrow will only begin to be realized when all young

8

people graduate into the workforce with strong information literacy skills.

(Breivik, 1998).

American Association of School Libraries

Soon to follow, the American Association of School Libraries (AASL) published

a position statement advocating the importance of information literacy skills based upon a

publication developed by Wisconsin Educational Media Association (Spitzer, et al.). This

position statement focused on resource based learning and acknowledged that to be

prepared for an information-based society, students must learn to think rationally,

creatively solve problems, manage and retrieve information, and communicate

effectively—become information literate. The Information Literacy Standards for

Student Learning (Appendix 2) consists of three categories (information literacy,

independent learning, social responsibility), nine standards, and 29 indicators to describe

the criteria students need to demonstrate to be information literate. (ALA, 1998).

Commission on Higher Education

Up to this point, the focus on IL was primarily in the K-12 environment. In 1994,

the Commission on Higher Education (CHE) became a member of the NFIL and

developed the following accreditation standard on information literacy in 1994:

Each institution should foster optimal use of its learning resources through

strategies designed to help students develop information literacy—the ability to

locate, evaluate and use information in order to become independent learners. It

should encourage the use of a wide range of non-classroom resources for teaching

9

and learning. It is essential to have an active and continuing program of library

orientation and instruction in accessing information, developed collaboratively

and supported actively by faculty, librarians, academic deans, and other

information providers. (Spitzer, et al.).

According to the 2003 CHE/MSA accreditation handbook, Information literacy remains a

priority:

Information literacy is vital to all disciplines and to effective teaching and

learning in any institution. Institutions of higher education need to provide

students and instructors with the knowledge, skills, and tools to obtain

information in many formats and media in order to identify, retrieve, and apply

relevant and valid knowledge and information resources to their study, teaching,

or research.

Other accreditation agencies in higher education are incorporating IL as criteria

for accreditation. The Western Association of Schools (WASC) and the Southern

Association of Colleges and Schools (SACS) were reported as key accrediting agencies

concerned with information literacy in the ACRL Information Literacy Standards for

Higher Education. The Higher Learning Commission of the North Central Association of

Colleges and schools includes IL training requirements in the 2003 Restructured

Expectations: A Transitional Workbook.

In a 2002 literature review, Hannalore Rader noted that more than 5000

publications related to library user instruction and information literacy have been

10

published and reviewed in the past 30 years (p. 242). Most of the literature reviewed

addressed information literacy in higher education. Rader indicated that evaluation of

information literacy outcomes was minimal, although improvements have been made in

the past decade to research the implementation of information literacy programs.

Information Literacy Research

The focus of most information literacy research has been conducted in the K-12

and library environment; however, current research has emerged beyond the educational

sector, into the workplace and community. While early reports focused on IL definitions

and skills, IL research examines relationships between library skills and student success

(Bruce, 2000), phenomenology (Spitzer, et al.), workplace performance and learning

organizations (Goad, 2002).

Kuhlthau

In the 1980’s, Carol Kuhlthau’s research established the relationship between

library skills and student information success. She conducted 5 studies, consisting of

various qualitative methods on high school seniors, including a longitudinal study five

years later. Patterns emerged from the study, and Kuhlthau developed a seven-stage

Information Seeking model, The Process of Learning From Information (figure 1)

11

Figure 1 (Kuhlthau, 1988).

Big6

Drawing from Kuhlthau’s model, Eisenberg and Berkowitz developed the Big6

Skills for Information Problem Solving Model in 1988. Although their model was

developed mainly through experience and reflection, the researchers conducted

interviews to assess problem-solving behavior, and found that many people used the Big6

strategy naturally. The Big6 model consists of the following:

1. Task Definition

2. Information Seeking Strategies

3. Location and Access

4. Use of Information

5. Synthesis

6. Evaluation (Eisenberg, 1997).

Delphi Study

In 1994, the NFIL commissioned the Delphi Study that further developed the

definition of information literacy. The research design was a Delphi technique, which is

an approach that requires several rounds of communication among participants to reach a

consensus (Doyle, 1996). Christina Doyle organized a diverse panel of experts, who

came to an agreement regarding common attributes of an information literate person and

characteristics of learners in general. The study identified a need to shift the emphasis

12

from teaching students information seeking skills to facilitating higher-order skills of

analysis, synthesis, and evaluation of information.

Seven Faces of IL

In 1997, IL research progressed from K-12 to higher education, as Christine

Bruce, an Australian researcher, focused on conceptions of information literacy in higher

education. As one of the first IL studies in higher education, Bruce laid the foundation for

further research and inquiry by universities worldwide. In a phenomenographic study,

Bruce surveyed higher educators regarding perceptions of their own information literacy,

and found seven similar trends from the study. These seven “faces” are as follows:

Category one: The information technology conception: Information literacy is

seen as using information technology for information retrieval and

communication.

Category two: The information sources conception: Information literacy is

seen as finding information located in information sources.

Category three: The information process conception: Information literacy is

seen as executing a process.

Category four: The information control conception: Information literacy is

seen as controlling information.

Category five: The knowledge construction conception: Information literacy is

seen as building up a personal knowledge base in a new area of interest.

13

Category six: The knowledge extension conception: Information literacy is

seen as working with knowledge and personal perspectives adopted in such a

way that novel insights are gained.

Category seven: The wisdom conception: Information literacy is seen as using

information wisely for the benefit of others (Bruce, 1997).

SCANS

During the 1990’s, the Secretary’s’ Commission on Achieving Necessary Skills

(SCANS) was formed by Secretary of Labor Elizabeth Dole. The goal of the 1991

SCANS report was to offer suggestions for educators and students to address the

challenges required for success in modern work context. (SCANS, 1991). The report

concluded that information literacy was one of the five essential job competencies for job

performance. These findings bridged the gap between IL in the school and workplace,

and opened a dialog between employers and educators. Although the commission

completed its work in 1992, its findings and recommendations continue to be a beneficial

resource for educators and organizations. Today, the SCANS portion of the U.S.

Department of Labor Employment & Training Administration website provides updated

information for individuals and organizations involved in education and workforce

development.

IL in the workplace

The SCANS report has inspired other studies related to IL skills in the workplace.

According to Julie Oman, an Outsell study discovered that employees spend an average

14

of 9.5 hours a week obtaining, reviewing and analyzing information. In 1997 it was

reported that “20 percent of all jobs will be unfilled unless many of today’s workers are

retrained to be knowledge workers…whose main value to their employers is to gather,

analyze, and disseminate information in such knowledge based industries as computers,

medical care, communications and instrumentation” (Penton Publishing Inc. 1997).

Oman believes the skills taught in today’s K-12 or higher education arenas do not

adequately prepare workers for the lifelong learning requirements associated with

constant technological and information changes.

Information Literacy in Higher Education

Standards

In 2000, The ACRL developed the “Information Literacy Competency Standards

for Higher Education”. The American Association of Higher Education (AAHE) has

endorsed these standards (Ragains, 2001). Currently, one cannot assume that college

students have any entry-level information literacy related competencies, as statewide

educational standards for K-12 were not put into place until the late 1990’s or 2000.

(Ragains, 2001). The ACRL recognized the importance of IL in the contemporary

environment of rapid technological change and proliferating information resources, and

identified IL as the basis for lifelong learning, common to all disciplines (ACRL, 2000).

These standards, along with 22 performance indicators help to bridge the gap between

information literacy, education, and the work force. The standards set by the ACRL

provide a framework for assessing the information literate individual and extends the

work of the ALA’s K-12 studies into the realm of higher education. These guidelines do

15

not attempt to define IL, but rather identify best practices of IL programming through

assessment of various programs (ALA, 2003). The standards are as follows:

1. The information literate student determines the nature and extent of the

information needed.

2. The information literate student accesses needed information effectively

and efficiently.

3. The information literate student evaluates information and its sources

critically and incorporates selected information into his or her knowledge

base and value system.

4. The information literate student, individually or as a member of a group,

uses information effectively to accomplish a specific purpose

5. 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 (Appendix 2).

Each standard incorporates different levels of performance indicators associated

with each outcome based upon Bloom’s Taxonomy of “higher order” and “lower order”

thinking skills. (ACRL, 2000). The report emphasized that in order to implement the

standards fully, an institution should “first review its mission and education goals and

determine how information literacy would improve learning and enhance the institution’s

effectiveness”. Today, the ACRL's "Institute for Information Literacy" has initiated a

best practices project to articulate the criteria that describe successful information literacy

programs and identify exemplary models (Dupuis, 2001).

16

Implementation

In light of the existing research and reports, many institutions of higher education

have implemented successful information literacy programs. One of the most

comprehensive IL programs was developed at the University of Texas at Austin (UT).

The goals were ambitious: To ensure that first-year students grasped basic research

concepts, to best use librarians' expertise when in the classroom, and to provide basic

information literacy skills accessible anytime and anywhere.

The result was an online tutorial, TILT (Texas Information Literacy Tutorial,

http://tilt.lib.utsystem.edu). TILT includes an introduction and three modules addressing

specific aspects information literacy, including selecting appropriate information sources;

methodical and efficient searching of library databases and the Internet; and how to

evaluate and cite information (Dupuis, 2001). The TILT tutorial is widely recognized by

web developers, educators, and librarians, and it has received national honors such as the

ACRL Instruction Section Innovation in Instruction Award in 2000 and SXSW Best

Educational Site Award in 1999. Over the past three years hundreds of high schools,

colleges, and universities have contacted UT about using TILT within their programs.

(Dupuis, 2001).

In 2000, the University of Nevada, Reno took on an IL pilot project involving 315

students and 5 faculty. The underlying philosophies behind the project were grounded in

the ACRL Competency Standards. Five core curricular components (three sections of

composition and two sections of western traditions) were reviewed according to the

ACRL standards (Ragains, 2001).

17

The project encouraged faculty to enhance their teaching through information

technology, library collections and services. The project also emphasized the critical

analysis of online information. Students participated in an optional survey at the end of

the pilot, and each instructor received an exit interview. Upon completion of the pilot

study, recommendations were offered to diffuse information literacy concepts throughout

the university curriculum. Barriers impeding the acceptance of information literacy were

identified.

Australia has aggressively pursued IL as a foundation for learning and is clearly a

global leader in IL research. According to Dr. Alan Bundy, University Librarian at the

University of South Australia, “what is clearly needed to accelerate interest in

information literacy by teachers at all levels of education is tangibility and proof that it

makes a difference to short and long term learning outcomes.”(Bundy, 1998). In other

words, more IL research is necessary. Australia clearly leads the way, hosting several

national information literacy conferences since 1997, and Australian authors have

published a multitude of white papers, journal articles and books. One of the most

comprehensive information literacy programs was developed at Griffith University in

Queensland, Australia. This plan included three strategies targeted at staff development,

curricular development and extra curricular education (figure 2).

Information Literacy EnhancementCORE strategy

Curriculum Development Strategy(Targetting Students enrolled in academic

programs)

Extra Curricular Education Strategy(Targeting students in the wider

community

Staff DevelopmentStrategy (Targeting

Academic and GeneralStaff)

18

Figure 2 (Breivik, 1998).

A common conclusion resulted from each initiative. In order for an IL program to

be effective, library/faculty collaboration, support from administration and faculty

commitment are crucial. The acceptance of IL can be a long-term process (Ragains,

2001).

Challenges

Not all information literacy initiatives in higher education have been successful,

nor is information literacy widely accepted as a genuine branch of learning. North Dakota

State University invited local employers of their graduates in the areas of business and

engineering to meet with NDSU faculty and librarians to discuss their current information

needs. Curriculum was developed based upon the type of information management skills

that would be useful on the job. Unfortunately, a change in administration brought the

project to a halt (Breivik, 1998). Kim Long (cited in Bundy, 1997), proclaimed

information literacy as a “faddish, upcoming, new buzzword”. Additionally, James

Marcum has questioned the underlying learning premises of IL, specifically; IL is too

broadly defined, reaches too far, and does not address the transformation of information

to knowledge (2002). The term “Information Literacy” itself has been debated—some

institutions prefer “Information Competency”, “Informatics”, (Breivik, 1998), or

“Information Fluency” (Zhang, 2002). Others have concluded that society is evolving so

19

rapidly, causing continual changes in defining information literacy and there is little point

in trying to pin down an explicit definition (Adler, 1998).

Conclusion

As information and technology continue to evolve, so does the development of

information literacy—in effect, a lifelong learning pursuit (Candy, 2002). Facilitating an

information literacy program in higher education requires a mental shift on the part of

administration, students, and faculty (Breivik, 1998). Information literacy is less about a

library issue, and more about learning how to learn. No matter how thorough students’

initial education may be, they will need to learn new information and skills throughout

their careers (Adler, 1999). Specific literacies (media, library, computer, internet,

technology) focus on learning about things—Breivik believes information literacy

focuses on “peoples empowerment for success in today’s information rich

society”(Adler, 1999). “In this next century, an ‘educated’ graduate will no longer be

defined as one who has absorbed a certain body of factual information, but as one who

knows how to find, evaluate, and apply needed information” (Breivik, 1998, p.2).

Although IL research is still in its infancy, significant progress and a growing global

interest will undoubtedly inspire further inquiry well into the information age.

20

Chapter Three

Methods

The literature review indicated the ACRL standards (Appendix B) were the

preferred criterion for identifying best practices and evaluating an information literacy

initiative. Each standard includes a specific indicator and outcome. Equipped with these

standards and through a qualitative analysis, the author examined the specific activities

incorporated in the HSV 422 course to determine which ACRL standards the course

addressed (table 1). The standards, indicators and outcomes were listed with existing

HSV 422 course competencies using a design based upon a course matrix created by

Urban University Professor Laurie Ollhoff. It is important to note, the HSV 422 course

was originally developed without a comprehensive review of the ACRL standards.

Table 1

Standards Performance

Indicator

Outcomes HSV 422

Competencies

1. The

information

literate student

determines the

nature and extent

of the

information

1. The IL student

defines and

articulates the

need for

information

a) Confers with instructors

and participates in class

discussions, peer work

groups and electronic

discussions to identify

research topic or other

information needed

Week 1: Submit

research question

Week 2: BB

Question #3

Week 2 Chat:

Discuss research

question ideas

21

b) Develops a thesis

statement and formulates

questions based on the

information needed

Week 2

assignment: Submit

research question

Week 2 reading:

http://oasis.sfsu.edu

/chapters/Ch1/

Week 3

assignment:

Keyword worksheet

c)Explores general

information sources to

increase familiarity with

the topic

Week 1:

Familiarization

with databases

Week 1: Read

database

descriptions

Week 2: BB

Question #4

needed

d)Defines or modifies the

information need to

achieve a manageable

focus

Week 3

assignment:

Keyword worksheet

22

e) Identifies key concepts

and terms that describe the

information need

Week 3

assignment:

Keyword worksheet

Week 3 chat:

Keyword

“jeopardy”

f) Recognizes that existing

information can be

combined with original

thought, experimentation,

and/or analysis to produce

new information

Week 2 chat: The

“landscape” of

information

2. The IL student

identifies a variety

of types and

formats of

potential sources

for information

a)Knows how information

is formally and informally

produced, organized, and

disseminated

Week 1: TILT

Intro

Week 2: TILT

Module 1

23

b)Recognizes that

knowledge can be

organized into disciplines

that influence the way

information is accessed

Week 2: TILT

Module 2

c)Identifies the value and

differences of potential

resources in a variety of

formats (e.g., multimedia,

database, website, data set

audio/visual, book)

Week 1: BB

Question #2

d)Identifies the purpose

and audience of potential

resources (e.g., popular vs.

scholarly, current vs.

historical)

Week 1 Lecture:

Distinguishing

scholarly journals

from other

periodicals

e)Differentiates between

primary and secondary

sources, recognizing how

their use and importance

vary with each discipline

Week 1 Lecture:

Distinguishing

scholarly journals

from other

periodicals

Week 1 Chat

24

f)Realizes that information

may need to be

constructed with raw data

from primary sources

Week 1 Chat

a)Determines the

availability of needed

information and makes

decisions on broadening

the information seeking

process beyond local

resources.

Week 1: BB

Question #2

b)Considers the feasibility

of acquiring a new

language or skill in order

to gather needed

information and to

understand its context

3. The IL student

considers the costs

and benefits of

acquiring the

needed

information

c)Defines a realistic

overall plan and timeline

to acquire the needed

information

25

a)Identifies appropriate

investigative methods

Week 2: Finding

Information

Reading

Week 2 Lecture

Week 3: TILT

module 2

b)Investigates benefits and

applicability of various


Week 2: Finding

Information

Reading

Week 2 Lecture

c)Investigates the scope,

content, and organization

of the information

retrieval systems

Week 2: Finding

Information

Reading

Week 2 Lecture

Week 2: Library

database review

2. The IL student

accesses needed

information

effectively and

efficiently

1. The IL student

selects the most

appropriate

investigative

methods or

information

retrieval systems

for accessing the

needed

information

d)Selects efficient and

effective approaches for

accessing the information

needed from the

Week 2: Finding

Information

Reading

Week 2 Lecture

26

investigative method or

information retrieval

system

Week 3: BB

question 5 & 6

a)Develops a research plan

appropriate to the

investigative method

b)Identifies keywords,

synonyms and related

terms for the information

needed

Week 3: Bias

inventory/keyword

worksheet

c)Selects controlled

vocabulary specific to the

discipline or information

retrieval source

Week 3: Bias

inventory/keyword

worksheet

d)Constructs a search

strategy using appropriate

commands for the


system selected (Boolean,

etc.)

Week 3: Bias

inventory/keyword

worksheet

Week 3: BB

Question 5 & 6

2. The IL student

constructs and

implements

effectively

designed search

strategies

e)Implements the search

strategy in various

Week 3: Bias

inventory/keyword

27


systems using different

interfaces and search

engines, with different

command languages,

protocols and search

parameters

worksheet

Week 3: BB

Question 5 & 6

f)Implements the search

using investigative

protocols appropriate to

the discipline

Week 3: Bias

inventory/keyword

worksheet

Week 3 Chat

(Keyword

Jeopardy)

a)Uses various search

systems to retrieve

information in a variety of

formats

Week 4: Reference

list (variety

required)

3. The IL student

retrieves

information online

or in person using

a variety of

methods

b)Uses various

classification schemes and

other systems (e.g. call

number systems or

indexes) to locate

Week 1: TILT

module 1

28

resources within the

library or to identify

specific sites for physical

exploration

c)Uses specialized online

or in person resources

available at the institution

to retrieve information

needed

Week 4: Reference

list (variety

required)

d)Uses surveys, letters,

interviews, and other

forms of inquiry to

retrieve primary

information

4. The IL student

refines the search

strategy if

necessary

a)Assesses the quantity,

quality, and relevance of

the search results to

determine whether

alternative information

retrieval systems or


should be utilized

Week 3: Bias

inventory/keyword

worksheet

29

b)Identifies gaps in the

information retrieved and

determines if the search

strategy should be revised

Week 3: Bias

inventory/keyword

worksheet

c)Repeats the search using

the revised strategy as

necessary

Week 3: Bias

inventory/keyword

worksheet

a)Selects among various

technologies the most

appropriate one for the

task of extracting the

needed information

Week 2: Tilt

Module 2

b)Creates a system for

organizing the information

Week 5 Lecture:

Categorizing

strategies

Week 5 Chat:

Organizing

information

5. The IL student

extracts, records

and manages with

information and its

sources

c)Differentiates between

the types of sources cited

and understands the

Week 4 Lecture:

APA

Week 5 reading:

30

elements and correct

syntax of a citation for a

wide range or resources

Writers Reference

390-95

d)Records all pertinent

citation information for

future reference

Week 5

assignment:

Reference list

d)Uses various

technologies to manage

the information selected

and organized

Throughout—BB;

word processor

a)Reads the text and

selects the main ideas

Week 5: Summary

References/reflectio

n

b)Restates textual

concepts in his/her own

words and selects data

accurately

Week 5: Summary

References/reflectio

n

3. The IL student

evaluates

information and

its sources

critically and

incorporates

selected

information into

his or her

knowledge base

and value system

1. The IL student

summarizes the

main ideas to be

extracted from the

information

gathered

c)Identifies verbatim

material that can be then

appropriately quoted

Week 5: Summary

References/

reflection

31

Week 5 reading:

Writer’s reference

390-95

a)Examines and compares

information from various

sources in order to

evaluate reliability,

validity, accuracy,

authority, timeliness, and

point of view or bias

Week 4 reading:


396-407

Week 4: TILT

Module 3

Week 4 BB

Questions 7 & 8

Week 4 reading:

Oasis Ch 5

Week 2 reading:

Finding

Information

b)Analyzes the structure

and logic of supporting

arguments or methods

Week 5: Summary

References/

reflection

2. The IL student

articulates and

applies internal

criteria for

evaluating both

the information

and its sources

c)Recognizes prejudice,

deception or manipulation

Week 3: Bias

inventory/keyword

worksheet

32

d)Recognizes the cultural,

physical, or other context

within with the

information was created

and understands the

impact on the context on

interpreting the

information.

Week 4 chat

a)Recognizes

interrelationships among

concepts and combines

them into potentially

useful primary statements

with supporting evidence

3. The IL student

synthesizes main

ideas to construct

new concepts

b)Extends initial synthesis,

when possible, at a higher

Week 5 chat

33

level of abstraction to

construct new hypothesis

that may require additional

information

c)Utilizes computer and

other technologies for

studying the interaction of

ideas and other

phenomena

Throughout course

a)Determines whether

information satisfies the

research or other

information need

Week 5: Summary

References/

reflection

b)Uses consciously

selected criteria to

determine whether the

information contradicts or

verifies information used

from other sources

Week 5: Summary

References/

reflection

4. The IL student

compares new

knowledge with

prior knowledge to

determine the

value added,

contradictions, or

other unique

characteristics of

the information

c)Draws conclusions upon

information gathered

Week 5: Summary

References/

reflection

34

Week 5 BB

Question #9

Week 5 Lecture:

Christopher Burns

d)Tests theories with

discipline appropriate

techniques

e)Determines probably

accuracy by questioning

the source of the data, the

limitations of the

information gathering

tools or strategies, and the

reasonableness of the

conclusions

Week 5: Summary

References/

reflection

Week 5 chat

Week 5 Lecture:

Christopher Burns

f)Integrates new

information with previous

information or knowledge

Week 5: Summary

References/

reflection

Week 5 chat

35

g)Selects information that

provides evidence for the

topic

Week 5: Reference

list

a)Investigates differing

viewpoints encountered in

the literature

Week 3: Bias

inventory/keyword

worksheet

Week 3 Chat: Bias

in searches

Week 5

assignment:

Summary of

references

5. The IL student

determines

whether new

knowledge has an

impact on the

individual’s value

system and takes

steps to reconcile

differences.

b)Determines whether to

incorporate or reject

viewpoints encountered

Week 5: Summary

References/

reflection

a)Participates in classroom

and other discussions

All weeks

6. The IL student

validates

understanding and

interpretation of

the information

through discourse

b)Participates in class-

sponsored electronic

communication forums

designed to encourage

All weeks

36

discourse on the topic with other

individuals,

subject-area

experts, and/or

practitioners

c)Seeks expert opinion

through a variety of

mechanisms

Week 5: Reference

list

a)Determines if original

information need has been

satisfied or if additional

information is needed

Week 5: Summary

References

/reflection

b)Reviews search strategy

and incorporates

additional concepts as

necessary

Week 3: Bias

inventory/keyword

worksheet

Week 5: BB

Question #10

7. The IL student

determines

whether the initial

query should be

revised

c)Reviews information

retrieval sources used and

expands to include others

as needed

Week 3: Bias

inventory/keyword

worksheet

37

a)Organizes the content in

a manner that supports the

purposes and format of the

product or performance

Week 5: Summary

of References/

reflection

b)Articulates knowledge

and skills transferred from

prior experiences to

planning and creating the


Week 5: Question

#10

c)Integrates the new and

prior information

including quotations and

paraphrasing, in a manner

that supports the purposes

of the product or

performance

Week 5: Summary

of References/

reflection

4. The IL

student,

individually or as

a member of a

group, uses

information

effectively to

accomplish a

specific purpose

1. The IL student

applies new and

prior information

to the planning

and creation of a

particular product

or performance

d)Manipulates digital text,

images, and data, as

needed, transferring them

from their original

locations and formats to a

new context

Throughout course

38

a)Maintains a journal or

log of activities related to

information seeking,

evaluating, and

communicating process

Week 1: BB

Question 1&2

Week 5: BB

Question #10

Week 5: Course

Synthesis Matrix

2. The IL student

revises the

development

process for the

product or

performance

b)Reflects on past

successes, failures, and

alternative strategies

Week 5: BB

Question #10

Week 5: Course

Synthesis Matrix

a)Chooses a

communication medium

and format that best

supports the purposes of

the product or

performance and intended

audience

Throughout course

3. The IL student

communicates the

product or

performance

effectively to

others

b)Uses a range of

information technology

applications in creating the


Throughout course

39

c)Incorporates principles

of design and

communication

Throughout course

d)Communicates clearly

and with a style that

supports the purposes of

the intended audience

Throughout course

a)Identifies and discusses

issues related to privacy

and security in both the

print and electronic

environments

Week 5 Lecture:

Information

Stewardship

b)Identifies and discusses

issues related to free vs.

fee based access to

information

Week 1: TILT

module 1

5. The IL student

understands

many of the

economic, legal,

and social issues

surrounding the

use of

information and

accesses and

uses information

ethically and

legally

1. The IL student

understands many

of the ethical,

legal, and

socioeconomic

issues surrounding

information and

information

technology

c)Identifies and discusses

issues related to

censorship and freedom of

speech

Week 1: TILT

module 1

40

d)Demonstrates an

understanding of

intellectual property,

copyright, and fair use of

copyrighted material.

a)Participates in electronic

discussions following

accepted practices

Throughout course

b)Uses approved

passwords and other forms

of ID for access to

information resources

Throughout course

c)Complies with

institutional policies on

access to information

resources

Throughout course

d)Preserves the integrity

of information resources,

equipment, systems and

facilities

Throughout course

2. The IL student

follows laws,

regulations,

institutional

policies, and

etiquette related to

the access and use

of information

resources

e)Legally obtains, stores,

and disseminates text, etc.

Throughout course

41

f)Demonstrates an

understanding of what

constitutes plagiarism and

does not represent work

attributable to others as

his/her own

Week 5 reading:


390-95

g)Demonstrates an

understanding of

institutional polices

related to human subjects

research

a)Selects an appropriate

documentation style and

uses it consistently to cite

sources

Week 4 lecture:

APA

Week 5 reading:


383-386

3. The IL student

acknowledges the

use of information

sources in

communicating

the product or

performance

b)Posts permission

granted notices, as needed,

for copyrighted material

Week 4 lecture:

APA

Week 5 reading:


383-386

42

Constraints

Instead of questioning students directly, the author examined course activities

which address the ACRL suggested student outcomes. A potential limitation, the ACRL

competency standards provide a framework of best practices, but may not fully

encompass the discipline of IL. The author may have related course activities to

outcomes in a different manner than a student or colleague. Additionally, specific

student feedback regarding the course could provide more in depth information regarding

the effectiveness of the course related to ACRL outcomes.

43

Chapter Four Findings The author wanted to know what (if any) ACRL standards were addressed in the

HSV 422 course. If certain areas were lacking, the author could later investigate methods

in which to incorporate all standards into the course, if desired.

Initially, course objectives were examined in relation to the ACRL standards. It

was evident the course objectives did not adequately reflect the breadth of the course. As

a result, course activities were assigned to specific outcomes. The majority of the course

activities addressed the ACRL standards; however, a few areas were not addressed in the

HSV 422 course (table 2).

Table 2

Standards Performance Indicator Outcomes b)Considers the feasibility of

acquiring a new language or skill

in order to gather needed

information and to understand its

context

1. The information

literate student

determines the nature

and extent of the

information needed

3. The IL student considers

the costs and benefits of

acquiring the needed

information

c)Defines a realistic overall plan

and timeline to acquire the

needed information

2. The IL student

accesses needed

2. The IL student

constructs and implements

a)Develops a research plan

appropriate to the investigative

44

information effectively

and efficiently

effectively designed search

strategies

method

3. The IL student retrieves

information online or in

person using a variety of

methods

d)Uses surveys, letters,

interviews, and other forms of

inquiry to retrieve primary

information

3. The IL student

evaluates information

and its sources

critically and

incorporates selected

information into his or

her knowledge base

and value system

3. The IL student

synthesizes main ideas to

construct new concepts

a)Recognizes interrelationships

among concepts and combines

them into potentially useful

primary statements with

supporting evidence

4. The IL student compares

new knowledge with prior

knowledge to determine

the value added,

contradictions, or other

unique characteristics of

the information

d)Tests theories with discipline

appropriate techniques

45

5. The IL student

understands many of

the economic, legal,

and social issues

surrounding the use of

information and

accesses and uses

information ethically

and legally

1. The IL student

understands many of the

ethical, legal, and

socioeconomic issues

surrounding information

and information

technology

d)Demonstrates an

understanding of intellectual

property, copyright, and fair use

of copyrighted material.

2. The IL student follows

laws, regulations,

institutional policies, and

etiquette related to the

access and use of

information resources

g)Demonstrates an

understanding of institutional

polices related to human subjects

research

In the author’s opinion, the HSV 422 course does not appear to include activities,

discussions, or assignments that address eight outcomes (above). Some areas could

easily be addressed with supplemental readings; however, the confines of the course do

not allow much freedom for students to create a research plan or timeline. Possible

additions to the course will be addressed in chapter five.

46

Chapter Five

Conclusions and recommendations

The information age is radically changing the role of higher education. Today’s

learners have moved from the industrial age to the information age, where ideas and

information drive the new global economy, which is the quintessence of lifelong learning.

(Rowley, 1998). In order to remain competitive and provide learners with tools for the

workplace, it is the author’s opinion that the developing IL skills in all learners should be

a priority for Urban University. Recently, the Middle States region introduced IL

standards for accreditation in an institutional self-study. UU is approaching re-

accreditation by the Higher Learning Commission and an IL initiative would undoubtedly

illustrate UU’s alignment to its vision to be an exemplary university (CSP, 2004).

Howard Simmons (cited in Institute for Information Literacy, 2004) the former Executive

Director of the Middle States Commission, highlighted the significance of information

literacy in higher education when he wrote:

Information literacy must be seen as a concept inextricably connected to the

improvement of the undergraduate curriculum—and not just a “hobbyhorse” of

librarians and eccentric accrediting officials like me. In my judgment, information

literacy—when it is narrowly conceived—will continue to be viewed by some as

a peripheral activity unless it is an integral component of the teaching and

learning process. Broadly construed, information literacy should be seen as a

strategy for improving a student’s ability to learn how to learn.

47

The course, HSV 422, is just one small step toward facilitating IL. Further

research of IL best practices on a University-wide basis needs to be explored. Several

different models for IL initiatives exist—many focus upon library staff instruction and

faculty partnerships. It is the author’s opinion that the HSV 422 course provides a

starting point to introduce the IL concept to adult learners. The success of HSV 422

could give precedent to introduce the course in other programs, and would open the doors

to explore a program-wide (rather than a stand-alone course) initiative.

Most research of IL in higher education has focused upon education in a more

“traditional” pedagogy. Further research on this topic as it relates to adult learners is

necessary. Although anecdotal evidence gathered by the author indicates that a course in

IL is beneficial to adult students, future research should include assessing adult learners’

IL skills throughout their degree completion program, in their workplace and beyond.

Although the ACRL standards are seen as the criteria for identifying IL best

practices, the author believes the prerequisite skills of reflection and identification of

personal bias is not well articulated in the current standards and deems further research as

well. The ACRL standards seem to suggest that IL skills need only include information to

support a topic, however, the author believes it is imperative to investigate the

“landscape” (Ollhoff, 2002) of a given topic, as one is likely to overlook pertinent

information if the focus is solely upon supporting one’s viewpoint. This can lead to the

“infobubble” syndrome (Burns, 2002), hindering the decision-making process.

The application of the ACRL standards to HSV 422 was insightful. Suggestions

for enhancement of the course include:

48

Rewrite course objectives to better reflect ACRL standards and course activities

Incorporate more flexibility in the final assignment to include different research

methods—such as creating new, primary information and specific research

“plans”

Add a “timeline” component—journaling, reflecting, outlining

Review human subjects policy

Provide resources regarding intellectual property

Eventually move from a stand-alone course to an Information-Literacy based

curriculum (although the stand-alone course will be necessary for several years to

get adult learners “up to speed” with their younger counterparts who have been

introduced to such programs as Big6 in the 1990’s)

As a result of this study, the author intends to present the HSV 422 course as a

possible offering for other adult degree programs, and intends to become involved in

“Information Fluency” roundtable discussions at Urban University. If given the

opportunity, the author would like to explore an IL “pilot program” within the Criminal

Justice Department at UU.

49

References

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digital age. Washington, DC: Aspen Institute.

American Library Association (1989). Presidential committee on information literacy:

Final report. Available at http://www.ala.org/Content/NavigationMenu/ACRL/

Publications/White_Papers_and_Reports/Presidential_Committee_on_Informatio

n_Literacy.htm

Appleberry, J. (2000). Keynote address presented at the EMU presidential inauguration.

Retrieved July 1, 2003 from http://www.emich.edu/public/public_information/

releases/appleberry.html

Association of College and Research Libraries (2000). Information literacy competency

standards for higher education. Retrieved July 2, 2003 from

http://www.ala.org/ala/acrl/acrlstandards/standards.pdf

Bruce, B. (2002). Information overload: Threat or opportunity? Journal of Adolescent

and Adult Literacy, 45(5), 400-408. Retrieved July 4, 2003 from InfoTrac

Expanded Academic Database.

Bruce, C. (2000). Information literacy research: Dimensions of the emerging collective

consciousness. Australian Academic & Research Libraries, 31(2), 91. Retrieved

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Bundy, A. (1998). Information literacy: The key competency for the 21st century. Paper

presented at the annual conference of the International Association of

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Technological University Libraries, South Africa. Retrieved May 5, 2003 from

http://www.library.unisa.edu.au/papers/inlit21.htm

Breivik, P. (1998). Student learning in the information age. Phoenix, AZ:Oryx Press.

Bruce, C. (1997). Seven faces of information literacy in higher education. Retrieved July

5, 2003 from http://mailweb.udlap.mx/~yulia/bc110/material/caras/7caras.htm

Burns, C. (2002). Information literacy: The second stage. Transcript of speech presented

at National Forum on Information Literacy, Washington, D.C. Retrieved June 20,

2003 from http://www.infolit.org/documents/literary_transcript.doc

Candy, P. (2002). Information literacy and lifelong learning. White paper prepared for

UNESCO, the U.S. National Commission on Libraries and Information Science,

and the National Forum on Information Literacy, for use at the Information

Literacy Meeting of Experts, Prague, The Czech Republic.

Concordia University mission (2004). Retrieved May 30 from

http://web.csp.edu/mission/

Doyle, C. (1996). Information literacy: Status report from the United States. Abstract

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Dupuis, E. (2001). Automating instruction (information literacy). School library journal,

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Eisenberg, M. (1997). Big 6 tips: Teaching information problem solving pt1. Emergency

Librarian, 25(1), 25.

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Goad, T. (2002). Information literacy and workplace performance. Westport, CT:

Quorum Books.

Gregorian, V. (2002). White house conference on school libraries: Keynote address

(transcript). Teacher librarian, 30(1), 70-74. Retrieved June 25, 2003 from

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literacy programs. Retrieved July 1, 2004 from http://www.earlham.edu/~libr/

plan.htm

Kuhlthau, C. (1988). Developing a model of the library search process. Retrieved July 1,

2003 from http://www.libraries.psu.edu/instruction/schools/kuhlthau.htm

Marcum, J. (2002). Rethinking information literacy. Library Quarterly, 72(1), 1-26.

Middle States Commission on Higher Education (2002). Characteristics of excellence in

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North Central Association of Colleges and Schools (2003). Restructured expectations: A

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2003 from http://www.ncahigherlearningcommission.org/ restructuring/

03Workbook.pdf

Ollhoff, J. & Walcheski, M. (2001). Finding information: Navigating oceans of data to

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Spitzer, K., Eisenberg, M., & Lowe, C. (1998). Information literacy: Essential skills for

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53

Appendix A

HSV 422 INFORMATION LITERACY SYLLABUS

Urban University, a university of the Lutheran Church - Missouri Synod, is to prepare students for thoughtful and informed living, for dedicated service to God and humankind, and for the enlightened care of God’s creation, all within the context of the Christian Gospel.

The vision of Urban University is to be an exemplary Christian university. COURSE DESCRIPTION This course will introduce you to the lifelong skill of information literacy, which includes various techniques to find information in print, on the Internet, and various library databases. Additionally, you will learn techniques to assess and organize information that you locate, and to critically evaluate and synthesize information. Three credits. CHATS & COMMUNICATION

• Class chat time is Tuesday--6:30-7:15 pm Central, chit-chat anytime prior to 6:30, or after 7:15

• E-mails will be answered by instructors within 24 hours of receipt. • Instructor will participate in bulletin board discussion regularly; our final

replies for the week will be posted on Monday. Chat dates: May 25, June 1, 8, 15, 22

COURSE OBJECTIVES 1. To locate, evaluate, manage, and use information in a range of contexts 2. To become familiar with a variety of databases, and Internet search engines. 3. To exercise searching strategies in a variety of academic and library databases. 4. To become familiar with Internet search engines and the strategies for effective

searching. 5. To evaluate information (internet sites, articles, etc) and assess their level of

scholarship. 6. To become familiar with the skills necessary for citing print and non-print

literature in APA format. 7. To identify information literacy as a lifelong skill STUDENT GOALS AND OBJECTIVES This course is grounded in the principles and practices of adult learning. The instructional model is to be collaborative, making use of student experiences to enrich and enliven class discussion. Knowledge will be constructed in the dialog between experience,

54

reflection, and theory. Part of the class process will be a deliberate effort to incorporate student goals and objectives into the course. Please e-mail at least two goals to the instructors by May 24. These include: 1. 2. UNITS Unit 1: What is Information Literacy? Unit 2: What is your question? Unit 3: Using Keywords: Database and Internet search strategies Unit 4: Assessing level of scholarship Unit 5: Synthesis of information and Information stewardship:: Putting it all together Chat dates for course: May 25, June 1, 8, 15, 22 Bulletin board questions are in BLUE Assignments are in RED

Reading is in BOLD BLACK

Other Activities are in GREEN Chat is in plain black LEARNING ACTIVITIES AGENDA Week 1: May 19-25 What is Information Literacy? • Print and Read Syllabus May 19 • Review the FAQ (Frequently Asked Questions) lecture • Read lecture: Information Literacy • Read lecture: Distinguishing scholarly journals from other periodicals • Read “Finding Information” booklet pg. 1-8 (intro) • Read “A Writer's Reference” pg 295-325 (you'll use this info more in week 2) • Skim lecture: Virtual Library Databases (you will reference this throughout

the course) Review by May 25 before chat • Bulletin Board Question #1: How has the volume of information impacted

society? How has it impacted you personally/professionally? First postings to instructor due: May 23; final replies to each other May 25

• Bulletin Board Question #2: What strategies do you currently use to find information? Do you use the internet? How? Where do you usually turn first, and what do you find to be the most reliable? First postings to instructor due: May 23; final replies to each other May 25

55

• Complete TILT Intro and module 1 at: http://tilt.lib.utsystem.edu/nf/intro/internet.htm (you don’t need to complete the quiz) complete by May 24

• Visit the Concordia Virtual Library and spend at least one hour to “check out” the databases by May 24. This will save you time in future weeks!!

• Submit your goals for the course. Due before chat: May 24 • Chat May 25: Why this course? Where do you find information? What

information do you need now? What kind of information will you need in the future? How will you find it? Do you suffer from information overload?

Week 2: May 26-June 1 What is your question? • Read: Finding Information booklet p. 9-27 • Read: OASIS Chapter 1: Defining a Research Topic and Determining the

Information Requirements at: http://oasis.sfsu.edu/chapters/Ch1/ As you read this information, try to think in terms that span beyond writing papers for classes. Researching a topic can include non-academic questions, like “how do I relocate and buy a home?”, or “what are my ancestral roots?” Read sometime before chat

• Read: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/BeyondWeb.html (note which items are appropriate starting points for researching your question?) Read before chat

• Read lecture: Database Overview (note which items are appropriate starting points for researching your question?)

• Check out the titles of electronic journals available in the CSP library at: http://www.csp.edu/virtuallibrary/ss_index.htm (You’ll need to click on each letter in the alphabet to see the listings). Note which ones may be useful to you as you begin researching your topic.

• Check out the Web Resources from the library at: http://www.csp.edu/virtuallibrary/web_resources.htm Note: there is a “criminal justice” link down the page—Note which website may be useful to you as you begin researching your topic.

• Bulletin Board Question 3: What topic are you thinking of researching? Why? How much information do you predict will be available on your topic of interest? First postings (to instructor) due May 30; replies to others by June 1

• Bulletin Board Question 4: Which databases have you identified as potential sources for information? What electronic journals have you identified as potential sources for information? What Web Resources have you identified as potential sources for information? Why would they be useful to you? First postings (to instructor) due May 30; replies to others by June 1.

56

• Submit your research question (see “explanation of assignments” for more details). Due before chat June 1.

• Begin to familiarize yourself with the virtual library and various databases (www.csp.edu/virtuallibrary) user name: cshs password: learning. Try a few searches on your topic to get you started..

• Chat June 1: What “landscape of information” do you expect to find on your topic? What skills do you already have to help with the searching? What do you need to work on? Thoughts from the readings

Week 3: Searching Strategies: June 2-8 Keywords • Read

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Strategies.html Search strategies

• Complete TILT module 2 at: http://tilt.lib.utsystem.edu/nf/module2/tilt.htm (you don’t need to complete the quiz)

• Bulletin Board Question #5: Describe how you would research the following topic. How would you start your search for information? What would you do next? Explain your rationale, and include the database(s) or web search strategies you would use. Topic: Organizational Theory. First postings (to instructor) due by June 6; replies to others by June 8

• Bulletin Board Question #6: Describe how you would research the following topic. How would you start your search for information? What would you do next? Explain your rationale, and include the database(s) or web search strategies you would use. Topic: (topic of students choice) First postings (to instructor) due by June 6; replies to others by June 8

• Assignment due: Keyword Worksheet (Note: Your keyword worksheet should stem from your original research question, and is what your subsequent searches on your topic will be based from) See “explanation of assignments” for more details. Due June 8 before chat

• Begin searching for information based upon your research question—use the keyword worksheet to help

• Chat June 8: Keyword exercises; shared experiences with searching databases/internet; what works/what doesn’t work; when do you stop looking?

Week 4 June 9-15 Evaluating and Citing Information • Read APA lecture • Read A Writer's reference pgs 396-407 • Review sample resource list (posted with lectures) if needed • Read: OASIS Chapter 5 at: http://oasis.sfsu.edu/chapters/Ch5/index.html

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• Complete TILT module 3 at: http://tilt.lib.utsystem.edu/nf/module3/tilt.htm You do not need to complete the “sitevision” section or the quiz.

Begin working on your reference list to turn in on June 22 • Bulletin Board Question #7: Evaluate a website of your choice from your resource

list. Be sure to address the following: Who is the author? What is the purpose of the website? Can you determine the site’s sponsor? How will their bias affect the information on the page? Is the website up-to-date? Do you think the information is popular or scholarly? Would you quote information on this page to a colleague, coworker, or in a research paper? First postings (to instructor) due by June 13; replies to others by June 15.

• Bulletin Board Question #8: Evaluate an article of your choice from your resource list. Be sure to address the following: Who is the author? What is the purpose of the article? Can you determine the if the author has a sponsor? How will their bias affect the information in the article? Is the article up-to-date? Do you think the information is popular or scholarly? Would you quote information on this page to a colleague, coworker, or in a research paper? First postings (to instructor) due by June 13; replies to others by June 15.

• Assignment due: Resource list (based upon your keyword worksheet) See “explanation of assignments” for more details. Due June 15 before chat

• Chat June 15: Evaluating information for reliability and accuracy. What do you keep? Who do you trust? “Red Flags” of evaluation

Week 5: June 16-22 • Review OASIS chapter 5, Organize/Synthesize at:

http://oasis.sfsu.edu/chapters/Ch5/IIA.html • Read lecture: Categorizing strategies • Read lecture: Information literacy and real issues • Review A Writer's Reference pgs 383-386; 390-395 • Read lecture: Information stewardship • Bulletin Board Question #9: Visit this Website:

http://www.onlineopinion.com.au/2002/Sep02/Skouteris.htm Using your finely tuned Information literacy skills, what can you determine about this article, author, research study, etc. First postings (to instructor) due by June 20; replies to others by June 22.

• Bulletin Board Question #10: Identify and discuss your specific, personal strategies for collecting, organizing, and summarizing information around a topic. Have these strategies changed or improved? How will information literacy manifest itself as a “lifelong skill” in your life? First postings (to instructor) due by June 20; replies to others by June 22.

• Assignment due: Summary of resources/reflection Due June 22, Midnight (see “explanation of assignments” for more details).

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• Assignment due: Course Synthesis Reflection Due June 22, Midnight (see “explanation of assignments” for more details).

• Chat June 22: Clarifying a successful strategy for organizing and conceptualizing information; how to avoid plagiarism; how to develop information literacy skills from here; what the “landscape” tells us about the information; how we can practice information stewardship in our organizations.

BASIS FOR LEARNER GRADING AND ASSESSMENT To receive an “A” for the course, students must satisfactorily complete the following:

• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix • Summary & Reflection • List of 10 resources

To receive a “B” for the course, students must satisfactorily complete the following:

• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix • Summary & Reflection

To receive a “C” for the course, students must satisfactorily complete the following:

• Course Participation (bulletin boards complete and chat room attendance) • Online Tutorial • Submit Goals for Course • Research Question • Keyword Worksheet • Course Synthesis Matrix

EXPLANATIONS OF ASSIGNMENTS 1. COURSE PARTICIPATION

CHAT EXPECTATIONS:

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Learners should come to chatrooms with assignments read and contribute to the class discussion. If you have to miss a chatroom, please inform Laurel before hand (if possible). If you miss a chatroom, you should review the transcript and send an email to Laurel, Dave, and the cohort, answering the questions from the chat. You should also reflect on the chat and give your overall impressions of the discussion.

BULLETIN BOARD EXPECTATIONS: Responses to the instructor’s bulletin board questions should be answered by the

due dates outlined above, completed by Sunday before chat. If you post earlier than Sunday, you will have a better opportunity to receive substantial feedback from your peers and the instructor. Dialogue between learners (replies to each other) is required. You should respond to at least TWO of your classmates’ postings. This can be done throughout the week until the Tuesday of chat.

2. ONLINE TUTORIAL

Each week, you’ll be asked to complete a section of the TILT online tutorial located at: http://tilt.lib.utsystem.edu/nf/intro/internet.htm . You do not need to complete the quizzes in the tutorial, but be prepared to discuss the tutorial in chat. The tutorial will introduce you to basic skills and terminology about information literacy

3. RESEARCH QUESTION

The focus of this course is to introduce you to the skills to help you find information about a topic of your choice. This “question” is what you will base all of your assignments on. Choose something that is important to you -- either personally, professionally, or academically that you would enjoy researching. Some ideas include:

• What are the current breakthroughs in cancer research? • How do I plan and implement a vacation to New Zealand? (or other area of

choice), • Questions about a hot topic in your profession/industry • How do I find a retirement home for my grandma? • How do I plan my child’s college education? • How has the world population growth affected the environment? • How does stress affect health? • Question of your choice…

You could also formulate your question based upon your upcoming courses in the BA: • What are the ethical concerns in the field of criminal justice? • What are the implications of Community Oriented Policing? • What is the role of diversity in criminal justice? Submit your research question to the instructor by: June 1 before chat

4. KEYWORD WORKSHEET

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Complete the Keyword Worksheet, and send it to the instructors by June 8. You may attach it to an email or fax it to 651-603-6144.

This assignment should be related to your research question, as you determine what keywords and databases are appropriate for your topic. Plan to visit at least three databases from the virtual library (www.csp.edu/virtuallibrary); utilize websites or other sources as well.

For a sample of this worksheet, see the “sample keyword worksheet” posted in the

“syllabus & lectures” section of the course. (Please note: this worksheet sample has been updated since the sample was posted, but it is very similar).

Please send as an email attachment to the instructor. This is due June 8 5. TEN RESOURCES

You will identify and cite ten resources around your research question in APA style. This should include at least 4 articles from the library databases and a combination of websites, books, newspaper articles, etc. The resources should all be related to your research question. The APA style is a particular way of listing the author, date, title, etc., so that other people can access the information.

Put all the citations for the resources in a “reference list” in APA style, and send them to the instructor as an e-mail attachment by June 15 before chat Note: It is highly recommended that you submit a reference or two to the instructors for feedback before doing the whole assignment!

6. SUMMARY OF REFERENCES AND PERSONAL REFLECTION

This assignment has two parts: 1) the summary of references, and then 2) the personal reflection.

For the Summary of References, use the information from the 10 resources you already collected, write a summary of the information.

In a descriptive way, summarize the information you collected into one short document (one page, double spaced) that describes the landscape of what you have collected. You should not have 10 summaries; you should have one that discusses the nature of the ten. You are taking a birds eye or "meta" view of those sources. What is addressed in the 10 sources? What seems to be missing? Were you left with further questions about the topic?

Don’t worry that the summary will be superficial. It is more important to develop the skill of synthesizing information and building a "landscape" of what you have

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collected. Keep in mind, with only 10 sources to discuss, you may still have questions and there is undoubtedly more information on the subject!

When you are finished with the Summary of References, add a short (half-page to one page double spaced) personal reflection. The Personal Reflection (added at the end of the Summary of References) should reflect on the following questions: When you think about the 10 resources, did you get what you had intended with the keywords, databases and search engines? What have you learned about the topic? Going back what would you changed in your search and why? Do the 10 cover the landscape of the topic? Does the topic need narrowing? Do you need more searching and sources? Are you happy with the results? How will you use the skills of locating and assessing information on different topics in the future?

Please send as an email attachment to the instructors.

The Summary of References and Personal Reflection is due June 22 Midnight 7. COURSE SYNTHESIS REFLECTION

Please download the Course Synthesis Reflection document from the “lectures” area in the WebCT course. Please type your comments to the 7 areas listed in the matrix. Please send as an email attachment to the instructors. The Course Synthesis reflection is due June 22 Midnight

REQUIRED READINGS Hacker, D. (2003). A writer's reference. Boston, MA: Bedford/St. Martins. Ollhoff, J. & Walcheski, M. (2000). Finding information: Navigating oceans of data to

find what you really need. St. Paul, MN: Peak Horizons Inc. TILT Texas information literacy tutorial (2002). Retrieved May 10, 2002 at:

http://tilt.lib.utsystem.edu/ San Francisco State University (2000). OASIS Online Advancement of Student

Information Skills. Retrieved May 10, 2002 at: http://oasis.sfsu.edu/ RECOMMENDED READING Pandia Search Central. http://www.pandia.com KEYWORDS:

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Information Literacy Knowledge Management Information Research Skills Information based education Lifelong learning QILLL -- Quality Information for Lifelong Learning Information Science-Analysis Problem Solving

Retrieved July 1, 2004 from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf

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Documents

Saint Paul, Minnesota