usg-slides-final

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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

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How to assess “good” and “bad” sources pursuant to information need

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How to use Google, Wikipedia, and other popular information sites responsibly

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How to conduct a basic search for sources, using print and electronic library sources

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How to collect and organize research

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How to document sources properly

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What Our Students Did Not Know About the Library

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Where the library is and what the facility offers physically

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group study rooms

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media services

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How to get information from the library and the library web site

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The range of services and assistance available

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Reference librarian consultation

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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

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How to use a Word document (beyond basic functions)

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How to navigate the Internet (beyond Facebook and other popular social sites)

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How to access or navigate learning management systems

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MyLiteratureLab

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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

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We expected a complex and thorough understanding of electronic sources

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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

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Many Meetings

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Many Discussions

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Many Revisions

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Developing a Sturdy Course Framework

Outcomes:

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Address problems identified in “What They Don’t Know” section

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Fulfill Standards that promote critical thinking

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Meet Special Needs of Freshman Students

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ACRL

Composition Studies

First-Year Experience

Course Organized into “Modules”

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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

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ACRL

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Association of College & Research Libraries

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Information Literacy Competency Standards for Higher Education

– ACRL, 2001  5

Standards

 22

indicators

 86 Outcomes

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

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Standard 2: The information literate student accesses needed information effectively and efficiently.

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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

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Standard 4:The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

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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

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Conduct research of primary and secondary sources

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Compose written expressions to suit various audiences and contexts

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Analyze primary and secondary sources for validity and reliability

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Use computer technology as a writing, research and communications tool

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Evaluate samples of student writing and recommend appropriate revisions

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Document primary and secondary sources in MLA style

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Incorporate data from research into writing

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Freshman Students

– First Year Needs

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Give students opportunities to work with cohort and develop relationships

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Develop campus awareness: facilities and resources

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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

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Cohesion

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Operational standards with outcomes

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Logical, progressive skill building

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Practical application of Information Literacy skills in Composition assignments

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Need - Composition

Added New Modules to ENGL 1101-034 Syllabus

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“How to Read in College”

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“How to Mark a Book” (Mortimer J. Adler)

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“What Makes College-Level Reading Difficult?”

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“Using the Reading Strategies of Experts”

“How to Write to College”

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Freewriting & Idea Mapping

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“Free writing” by Peter Elbow

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“Shitty First Drafts” (Anne Lamott)

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Need – Information Literacy 

What type of need do you have?

Personal?

 Professional?

 Academic?

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Emotional?

 Financial? 

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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

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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

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Regarding Resources:

Currency

 Reliability

 Authority

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Accuracy

 Perspective / Purpose

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Use - Composition

Putting it All Together

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Final Research Project

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Use – Information Literacy

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In Life:

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Know how to approach campus offices to get needs filled

In Research:

 Books for broad overviews

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Periodical articles for specific, in-depth analysis

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Know where the resource came from and how to cite it

How to appropriately utilize:

Resources in writing – citations

 Campus offices and resources

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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

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Students use structured learning management systems routinely to

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Complete Writing Assignments

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Access Course Materials

Maintain Writing Portfolios

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Conduct Research

Find Writing Resources

+ Course Blog

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Course Blog

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Students use WordPress Site routinely to:

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Post Writing Assignments and Projects

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Access Course Materials

Communicate with professors

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Other Electronic Tools/ Resources

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MindMeister

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Mindmapping

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Project Planning

del.ici.ous

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DropBox

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Source selection

Centralize files

YouTube

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Illustrative videos

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Outcomes – Composition

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Created a space in ENGL 1101 syllabus for Information Literacy 

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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

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QEP 

Systemized implementation of including Information Literacy in introductory composition courses.