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"Need, Find, Assess, Use" Translating Information Literacy Standards into Higher Education Curricula
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How a Librarian and a Rhetorician Shared Needs, Found Common Ground, Used Collaboration in Their Classroom - and Assessed the Outcome
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By Dr. Lauren Camille Mason & Jewell Anderson, MLIS Armstrong Atlantic State University Savannah Georgia USG Conference on Teaching and Learning Unicoi, GA April 12, 2012
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They Don’t Know What They Don’t Know
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What Our Students Did Not Know About Research for Writing
How to assess “good” and “bad” sources pursuant to information need
How to use Google, Wikipedia, and other popular information sites responsibly
How to conduct a basic search for sources, using print and electronic library sources
How to collect and organize research
How to document sources properly
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What Our Students Did Not Know About the Library
Where the library is and what the facility offers physically
group study rooms
media services
How to get information from the library and the library web site
The range of services and assistance available
Reference librarian consultation
Books in print and electronic access Articles easily accessed through databases
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When It Comes it to the Library Range of Attitudes: Blatantly incurious
Vague recognition of library as credible information source
Range of Emotions: Fearful: queries = appearance of ignorance
Independent: overestimated research self reliance
Willing: recognizes they may have something to gain through a better understanding of the library and its resources
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Surprising Things Our Students Did Not Know
How to use a Word document (beyond basic functions)
How to navigate the Internet (beyond Facebook and other popular social sites)
How to access or navigate learning management systems
MyLiteratureLab
MyCompLab
How to optimize technology for research and writing purposes
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Facebook ≠Technological Literacy Our students did not know as much about technology or the internet as we thought they did
We expected a complex and thorough understanding of electronic sources
They possess a relatively simple and surface-level understanding of electronic sources
+ The Collaboration Composition Studies and Information Literacy
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Preparation Step One
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Preparation
Many Meetings
Many Discussions
Many Revisions
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Developing a Sturdy Course Framework Outcomes:
Address problems identified in “What They Don’t Know” section
Fulfill Standards that promote critical thinking
Meet Special Needs of Freshman Students
ACRL Composition Studies First-Year Experience
Course Organized into “Modules”
Permits professors to teach to their strengths and specializations Outlines the trajectory of the course Scaffolding Backwards Design Devise complementary assignments that maximize composition and research skillbuilding at once
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Standards – Information Literacy
ACRL
Association of College & Research Libraries
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Information Literacy Competency Standards for Higher Education – ACRL, 2001 5
Standards
22
indicators 86 Outcomes
Standard 1: The information literate student determines the nature and extent of the information needed.
Standard 2: The information literate student accesses needed information effectively and efficiently.
Standard 3:The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4:The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 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.
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Standards - Composition
Conduct research of primary and secondary sources
Compose written expressions to suit various audiences and contexts
Analyze primary and secondary sources for validity and reliability
Use computer technology as a writing, research and communications tool
Evaluate samples of student writing and recommend appropriate revisions
Document primary and secondary sources in MLA style
Incorporate data from research into writing
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Freshman Students – First Year Needs
Give students opportunities to work with cohort and develop relationships
Develop campus awareness: facilities and resources
Develop college success skills: time management, organizational, study
+ The Modules Elements
+ Course Modules
Need
Find ENGL 1101
Use
Assess
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Modules Overview By organizing both the Composition and Information Literacy class hours into these four modules we were able to achieve:
Consistency
Cohesion
Operational standards with outcomes
Logical, progressive skill building
Practical application of Information Literacy skills in Composition assignments
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Need - Composition Added New Modules to ENGL 1101-034 Syllabus
“How to Read in College”
“How to Mark a Book” (Mortimer J. Adler)
“What Makes College-Level Reading Difficult?”
“Using the Reading Strategies of Experts”
“How to Write to College”
Freewriting & Idea Mapping
“Free writing” by Peter Elbow
“Shitty First Drafts” (Anne Lamott)
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Need – Information Literacy
What type of need do you have? Personal? Professional? Academic?
Emotional? Financial?
Where to find, and what comprises, topical resources that: Provide foundation knowledge Provide more specific or focused knowledge
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Find - Composition Discovery
Exercise or “Practice” Research Project Mindmapping and Organization with Dr. Mason Guided Research and Resource Introduction with Prof. Anderson
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Find – Information Literacy
Locate and use the right resources for the right need:
Personal
Campus Clubs & Organizations
Professional
Campus Career Services
Academic
Library, Advising, Tutoring
Medical
Campus Health Services
Emotional
Financial
Campus Counseling Center
Financial Aid Office
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Assess – Composition How to Think Critically in College “Reading” other “Thinking “Writing” in
types of texts
Rhetorically About How Messages Persuade”
unconventional situations
The “Ghastly Resort” Project
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Assess – Information Literacy
Regarding Resources: Currency Reliability Authority
Accuracy Perspective / Purpose
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Use - Composition Putting it All Together
Final Research Project
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Use – Information Literacy
In Life:
Know how to approach campus offices to get needs filled
In Research: Books for broad overviews
Periodical articles for specific, in-depth analysis
Know where the resource came from and how to cite it
How to appropriately utilize: Resources in writing – citations Campus offices and resources
Accurately incorporate and cite sources in MLA style in paper and at Work’s Cited List
+ Technology as Part of Course Framework Course Elements
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My Composition Lab
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My Composition Lab
Students use structured learning management systems routinely to
Complete Writing Assignments
Access Course Materials Maintain Writing Portfolios
Conduct Research Find Writing Resources
+ Course Blog
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Course Blog
Students use WordPress Site routinely to:
Post Writing Assignments and Projects
Access Course Materials Communicate with professors
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Other Electronic Tools/ Resources
MindMeister
Mindmapping
Project Planning
del.ici.ous
DropBox
Source selection
Centralize files
YouTube
Illustrative videos
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Outcomes – Composition
Created a space in ENGL 1101 syllabus for Information Literacy
40% of class time spent in computer lab
Incorporated information literacy component in upper-level course
http://www.drmasonsclasses.com/archives/work
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Outcomes – Information Literacy
QEP
Systemized implementation of including Information Literacy in introductory composition courses.