Presentation at 2013 WASC Academic Resource Conference, CARL Special Interest Group on Information Literacy.
1. The Great Race:Embedding Information Literacy into a New Core Curriculum Susan [Gardner] Archambault Head of Reference & Instruction Loyola Marymount University
2. Info Lit Flaghttp://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
3. LMU Undergraduate Learning Outcome Information Literacy: Students will be able to identify info. needs, locate and access relevant info .and critically evaluate a diverse array of sources Core Curriculum Program: Info. Literacy Learning OutcomesCollect, interpret, evaluate and use evidence to make arguments Identify info. needs, locate and access info. and critically and produce knowledge evaluate sources FYS, Rhetorical Arts, and Flagged Course I.L. Learning Outcomes Locate & accessIdentify info. need and Critically evaluate info., including Interpret and evaluate Use information conceptualize sources discipline-specific evidence ethically research strategy professional info.
4. First Year Seminar (FYS) Freshman requirement Fall Semester Incorporate LMU librarians in order to develop information literacy and basic research skills Assign at least 10 % of the course grade on the basis of assessed information literacy, which must include completion of standardized tutorials prepared by LMU librarians Information Literacy Outcomes: Be able to evaluate sources for quality (e.g., by learning to differentiate between scholarly and popular sources) Acquire research skills including use of the library catalog and electronic databases to retrieve books or articles, whether in print or online http://www.lmu.edu/Assets/First+Year+Seminar.pdf
5. Why Online Tutorials Effective method: peer A way to give all freshmen a institutions successfully standardized introduction to teach IL skills to freshmen foundational research via tutorials (example: skills/knowledge they will Georgetowns Scholarly build on in your course and Research & Academic later Integrity required tutorial) Require no extra class time Plug n play: tutorials are or grading time-assign them general enough to apply to as homework and you will all courses across the receive the grades through disciplines Blackboard
6. Information Literacy Skills Curriculum Map: First Year StudentsThrough the LMU Core, first-year students will be able to First Year Seminar (beginning IL skills every freshman needs; skills covered in the library FYS tutorials are in white) Rhetorical Arts (more intermediate skills for R.A. that build on the skills learned in FYS; skills library visit will help cover are in blue)
7. Identify info. need; Conceptualize research strategy Confers with Identifies key Explores general instructors; concepts and terms information participates in class that describe the sources toBeginning discussions etc. to information need increase identify a research familiarity with the topic or information topic need Defines or modifies Develops a thesis the information statement and need to achieve a formulatesMiddle manageable focus questions based on the information need Reviews the initial Recognizes that information need to existing information clarify, revise, or can be combined refine the question with originalAdvanced thought, experimentation, and/or analysis to produce new information
8. Critically evaluate variety of sources Information Identifies the Differentiates Organization: purpose and between primary difference in audience of potential and secondary disciplines; how resources in a variety sourcesBeginning info. is produced and of formats accessed Differentiates Examines and between the types of compares sources cited and information fromMiddle understands citation various sources in elements order to evaluate Determines whether the information contradicts or verifies other informationAdvanced
9. Locate and access information (i.e. books and articles) Identifies keywords for Investigates the scope, Uses classification the information need; content, and scheme to locate info.Beginning constructs appropriate organization of in Library search strategy information retrieval systems; off-campus access Selects controlled Reviews search Determines whether vocabulary specific to strategy and alternative retrieval the discipline or incorporates additional systems needed;Middle information retrieval concepts as effectively accesses source necessary; revises information for specific search strategy investigative method or info. retrieval system
10. Interpret and evaluate evidence Selects Draws Creates a Maintains a information that conclusions system for journal or log provides based upon organizing the on info.Beginning evidence info.; information seeking investigates differing POVs Recognize Determines Organizes the Questions prejudice, whether to content sources ; deception, or incorporate analyzes manipulation POVs; structure andMiddle integrates new logic info Integrates info., including quotations andAdvanced paraphrasings
11. Cite evidence & ethical standards Demonstrates an Identifies Communicates Records all understanding of verbatim material clearly and with a pertinent what constitutes that can be then style that supports citation plagiarism and appropriately the purposes of the information forBeginning does not represent quoted intended audience future work attributable to reference others as his/her own Uses various Restates textual Selects an Differentiates technologies to concepts in appropriate between types manage the his/her own documentation of sources information words and style and uses it cited and Middle selected and selects data consistently to cite understands organized accurately sources the elements & correct syntax of a citation
12. Outline of FYS Tutorial ContentPurpose FormatsLimitations Primary v. SecondaryChoosing topic Scholarly v. PopularKey concepts Peer ReviewBackground info. How info. is made Across the disciplines Module 1: Module 2: Starting Types of your Information Research Module 4: Module 3: Using Locating Information InformationCritical evaluationPlagiarism Find BooksCiting sources Find Articles Search strategies LOC classification
19. Sample Corresponding Discussion Points for FYS Instructors Module 1:Possible Class Discussion Points/Activities Walk through the process of topic formulation, including finding background info to help generate a focus Diagram a research question and pick out keywords Compare Wikipedia to some published reference/background sources on the same topic; improve the Wikipedia article Create a reading list on a topic by using background info and doing citation chasing
20. Module 2:Possible Class Discussion Points/ActivitiesPrimary vs. secondary in your discipline. Why is contextimportant? Examine a primary source. Compare primary vs.secondary account of same event (such as slave owner vs. slave)Compare the same topic across different sources(scholarly/popular press; liberal/conservative)Trace the progression of event/discovery/idea/ theory acrosssourcesDifferences in role of publication and scholarly communicationacross disciplines; evaluation criteria; purpose of research (i.e.methodology)Whats the current state of research in your field? Scan a journalfor trends and how the info. is structured; also could trace overtime
21. Module 3:Possible Class Discussion Points/ActivitiesGroup lit reviews covering different time periods/same topic- cometogether for a research roundtableResearch log (document how your topic evolves as you find moreinfo. and change search strategies)Citation chasing: determine the impact of article/book in a fieldFact checking or find facts to support an editorialLocate and evaluate reviews of course textsResearch a concept, problem, event, or person studied in class
22. Module 4:Possible Class Discussion Points/ActivitiesExamine sources and evaluate according to set criteriaTalk about the preferred documentation style in your discipline;have students submit citations in that styleAnnotated bibliographyD...