VOLUME 5 ISSUE 1
WINTER 2014
Partners in Learning: Building an Information Literate Institution Building an Information Literate Institution
Building an IL Institution
1
What is IL?
2
Metaliteracy: Advancing Learning After Literacy
3
IL & OERs
4
CCSSEResults
4
IL as s Core Learning Ability @ WCC
5
IL & Therapist
6
IL@OC: Making the Connection
7
IL & Google Generation
8
IL OC: An Evolution
9
Citing Google & Wikipedia?
10
Research Boot Camp
11
Poster Projects by Ecology 203
12
Visual Literacy: Identifying Scholarly Articles
13
Information Literacy: A Conversation
14
Data Literacy
15
ILT Director
16
ILT Contacts
16
by Bill Johnston and Sheila Webber
A lot has been done on Information Literacy (IL) in higher education worldwide, over several decades. However, the task of fully developing IL within each college and university and across all aspects of institutional activity remains incomplete. The organizational development task is formidable but should not be shirked given the importance of IL to education, research, graduate employability, and a host of other key missions. The pivotal importance of IL has been highlighted in the recent UNESCO (2013) resolution on Media and Information Literacy.
an increasingly complex external environment. The ILU concept is grounded by the reality of progress in present day institutions, their organizational development, and the evolution of their relationships with the wider community. The orientation is forward looking, treating IL initiatives as anticipatory actions designed to better fit the university for its istration, human resources, and the execupurposes in the rest of the 21st century. tive level so that an information literate approach to curriculum development is reIn its Strategic Plan 2010-2015, Okanagan College identifies the key sourced, fostered, and rewarded. An ILU is directions of Enalso sensitive gagement, Learning to the changing needs of its and Teaching, communities, Student Transition, Collaboration and proactive at “For students to achieve their Partnership, and finding out educational goals and engage Sustainability. We about their fully with their learning, they needs, effective will focus on one, at engaging Engagement, to need to become information elaborate our them as partliterate individuals…” approach. ners, open and For students to accessible as a We have developed the concept of knowledge achieve their educathe Information Literate University (ILU: tional goals and organization. *Image provided by authors Johnston and Webber Johnston and Webber, 2003) over the engage fully with A college does not become information litpast decade as a strategic model to their learning, they need to become erate by accident. It requires conscious help colleges and universities to meet information literate individuals who can organizational development, addressing IL the socioeconomic challenges within as a strategic issue and involving everyone diagnose their information needs and an emergent global information culmeet them using a full range of inforwithin the college (staff, faculty and stuture. Our vision of the ILU requires mation resources and digital tools. This dents) as partners in defining a way forward everyone in the university to become implies information literate staff and to a successful information literate future. information literate whether adminisThis is a worthwhile task for a college which faculty who design courses which protrators, students, researchers, librariaims to transform lives and communities. gress students’ IL through their time at ans, or faculty. college, and prepare them to be inforContributing authors: Management for information literacy mation literate citizens, workers, parBill Johnston is an Honorary Research Fellow, implies rethinking internal communica- ents and community leaders through Centre for Lifelong Learning, University of Strathclyde, Scotland tion and structures. It also means their lives (Webber and Johnston, Sheila Webber is a Senior Lecturer & Director of greater ability to function as a 2013). the Centre for Information Literacy Research, knowledge-creating organization and In turn, staff and faculty need developInformation School, The University of Sheffield, to develop a more creative response to ment and support from college adminUK. References
IN THIS ISSUE
Johnston, B. and Webber, S. (2003) “Information literacy in higher education: a review and case study.” Studies in Higher Education, 28(3), 335-352. http://ezproxy.okanagan.bc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10282845&site=eds-live&scope=site United Nations Educational, Scientific Organization. 2013. Draft resolution: International Federation of Library Associations and Institutions (IFLA) Media and Information Literacy Recommendations. http://unesdoc.unesco.org/images/0022/002242/224273e.pdf Webber, S. and Johnston, B. (2013) Transforming IL for HE in the 21st century: A lifelong learning approach. in Hepworth, M. & Walton, G. (Eds.) Developing people's information capabilities fostering information literacy in educational, workplace and community contexts. Emerald, 15-30.
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
What is Information Literacy? Towards a Definition In 1974 the term “information literacy” (IL)
Winter 2014
page 2
By Jennifer Sigalet, ILT Fellow for Library Services, Librarian, Vernon
tional and educational goals. It is a basic hu-
4) Individually or as a member of a group,
was first coined by IL pioneer Paul G. Zurkow-
man right in a digital world and promotes
uses information effectively to accomplish a
ski. According to Zurkowski an “information
social inclusion in all nations’” (Secker &
specific purpose.
literate individual is anyone who has learned
Coonan, 2011).
5) Understands many of the economic,
to use a wide range of information sources in
IL as “the adoption of appropriate information
legal, and social issues surrounding the use
order to solve problems at work and in his or
behaviour to identify, through whatever chan-
of information and accesses and uses
her daily life” (Bell & Kelt, 2013). Forty years
nel or medium, information well fitted to infor-
information ethically and legally.
later Zurkowski's definition is still valid yet has
mation needs, leading to wise and ethical use
(ACRL, 2000).
expanded to encompass a wide landscape of
of information in society” (2003).
IL developments interwoven with an array of emerging technologies where competence is required to succeed in society---in all levels of education, in the workplace and as lifelong learners. IL has been defined by the Association of College and Research Libraries (ACRL) as a set of abilities requiring individuals to
Johnston and Webber define
Being information literate means “having the ability to access representations of meaning, generally as language in the form of texts, but also in voice, images, performance and meaningful objects.“ (Hepworth & Walton 2009). In 2000 the ACRL adopted the Information
This group of standards, although currently under review, has become one of “the most essential document[s], related to the emergence of [IL] as a recognized learning outcome at many institutions of higher education” (Bell, 2013). The ACRL Board of Directors have cited that the recent rethinking and reframing of the standards has been instigated by the “emerging models of [IL],
"recognize when information is needed and
Literacy Competency Standards for Higher
recognizing the development of multiple new
have the ability to locate, evaluate, and use
Education which has become a key framework
literacies and the need to provide a stronger
effectively the needed information” (ACRL,
for teaching IL skills by academic librarians in
continuum of literacy from K-16” (ACRL
2000). The ACRL suggests that IL forms the
North America.
Insider, 2013).
basis for lifelong learning and is “common to
The *ACRL Standards are “the defacto
all disciplines, to all learning environments,
definition of information literacy” (Bell, 2013)
and to all levels of education. It enables learn-
and are comprised of the following five core
ers to master content and extend their investi-
competencies where the information literate
gations, become more self-directed, and
student:
assume greater control over their own
1) Determines the nature and extent of the
learning” (ACRL, 2000).
information needed.
UNESCO’s definition of IL in the Alexander
2) Accesses needed information effectively
Proclamation (2005) “takes a broader view
and efficiently.
that goes beyond learning, stating that: ‘IL
3) Evaluates information and its sources
empowers people in all walks of life to seek,
critically & incorporates selected
evaluate, use and create information effect-
information into his or her knowledge base
ively to achieve their personal, social, occupa-
and value system.
IL standards or frameworks are the underpin of information literacy programs and assist educators in the delivery of IL skills to learners. The ACRL Standards join many other IL models, frameworks and projects from around the world such as: ► SCONUL: The Seven Pillars (The UK) ► ANCIL: A New Curriculum for IL (UK) ► ANZIIL: Australian New Zealand IL ► Six Frames of IL for Education (Australian) ► National IL Framework Scotland ► Welsh Information Literacy Project & The Information Literacy Framework for Wales
References Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency Bell, M. & Kelt, M. (2013). Report from the first European Conference on Information Literacy (ECIL). Journal of Information Literacy, 7(2), 168-170. Bell, S. J. (2013, June 4). Rethinking ACRL’s information literacy standards: The process begins. ACRL Insider. Retrieved from http://www.acrl.ala.org/acrlinsider/ archives/7329 Hepworth, M., & Walton, G. (2009). Teaching information literacy for inquiry-based learning. Oxford, England: Chandos Publishing. Johnston, B. and Webber, S. (2003) “Information literacy in higher education: a review and case study.” Studies in Higher Education, 28(3), 335-352. http:// ezproxy.okanagan.bc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10282845&site=eds-live&scope=site Kelly, J. (2013). Paul G. Zurkowski and information literacy: On his trip to the first European Conference on Information Llteracy (ECIL). Journal of Information Literacy, 7(2), 163-167. http://dx.doi.org/10.11645/7.2.1867 Secker, J. & Coonan, E. (2011, July). A new curriculum for information literacy: Transitional. transferable. transformational. Cambridge: Arcadia Project. Retrieved from http://arcadiaproject.lib.cam.ac.uk/docs/ANCIL_final.pdf *ACRL released on February 20, 2014 the first draft of a revised framework for information literacy in higher education, to replace the 2000 ACRL's Competency Standards. The draft Framework for Information Literacy for Higher Education may be found at http://acrl.ala.org/ilstandards/?page_id=133
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
METALITERACY: Advancing Learning AFTER Literacy
Winter 2014
page 3
By Trudi A. Jacobson and Thomas P. Mackey
In the years since the Association of College
English usage. He argued that metaliteracy
and Research Libraries Information Literacy
then is what takes place after literacy, since
Standards for Higher Education were adopted
traditional definitions of literacy focus on
in 2000, the changes in the information envi-
reading and writing and metaliteracy argues
ronment, in our students, and in modes of
for an expanded conception of both literacy
learning have been dramatic. These iconic
and information literacy. In Metaliteracy we
standards are showing their age. Frustrated
also trace the origins of meta and examine
by omissions in the standards, we introduced
the postmodern meanings appropriate for
ence, and working in collaboration with oth-
a new model called “metaliteracy” (Mackey
today’s de-centered and collaborative learn-
ers, requires a new set of abilities. Metaliter-
and Jacobson, 2011) and have continued to
ing environments. This new prism for under-
acy, unlike information literacy, also encour-
develop this framework through our own work
standing the role of metaliteracy opens oppor-
ages students to reflect in metacognitive
and that of a Metaliteracy Learning Collabora-
tunities for disciplinary and library faculty
ways about their own roles in our society.
tive. This partnership allowed us to expand
members to collaborate on the development
our original learning objectives, and embark
of metaliterate learners.
on the development of a new badging system.
Metaliteracy promotes a very different
Metaliteracy expands the scope of traditional information skills...to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share).
Metaliteracy has four learning goals, each with its own set of objectives: 1-Evaluate content critically including dynam-
In fall 2013 we facilitated a Metaliteracy
ic, online content that changes and evolves,
MOOC as a collaborative venture between our
such as article preprints, blogs, and wikis
institutions (http://metaliteracy.cdlprojects.com).
2-Understand personal privacy, information
Metaliteracy: Reinventing Information Litera-
ethics, and intellectual property issues in
cy to Empower Learners (forthcoming spring
changing technology environments
2014) includes this definition:
3-Share information and collaborate in a vari-
Metaliteracy expands the scope of tradi-
ety of participatory environments
tional information skills (determine, access,
4-Demonstrate ability to connect learning and
locate, understand, produce, and use infor-
research strategies with lifelong learning pro-
mation) to include the collaborative produc-
cesses and personal, academic, and profes-
tion and sharing of information in participa-
sional goals (http://metaliteracy.org/learning-
tory digital environments (collaborate, pro-
objectives/ )
duce, and share). This approach requires an ongoing adaptation to emerging technologies
Metaliteracy is empowering because it pro*Image provided by authors Mackey & Jacobson
vides a new way to think beyond the tradition-
and an understanding of the critical thinking
approach that needs to be present in the
al standards to envision a future of pedagogi-
and reflection required to engage in these
teaching of both groups. Students rarely see
cal possibilities. We have applied these con-
spaces as producers, collaborators, and dis-
themselves as producers of information, only
cepts with learners and colleagues in the
tributors. (Mackey and Jacobson, 2014)
as consumers; even though they may be very
classroom and in projects such our blog,
creative with emerging technologies outside
badging system, and MOOC. We welcome
ard Fogarty, a historian from the University at
At a recent metaliteracy conference, Rich-
of school. In many cases, they have only pro-
conversation about metaliteracy, and partici-
Albany, mentioned that the meaning of the
duced papers meant solely for the eyes of
pation in developing it further. Please join us
Greek word meta is “after” unlike its current
their instructors. Writing for a broader audi-
at metaliteracy.org
References Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to empower learners. Chicago: Neal-Schuman/ALA Editions. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1): 62-78.
Contributing authors: Trudi E. Jacobson, Distinguished Librarian, Head, Information Literacy Department, University at Albany tjacobson@albany.edu Thomas P. Mackey, Dean, Center for Distance Learning, SUNY Empire State College Tom.Mackey@esc.edu
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Information Literacy in the Context of Emerging Education Technology
Winter 2014
page 4
By Ross McKerlich, Educational Technology
The United States
cational resources—will be defined and its
ate informational resources that could be
Forum on Infor-
close relationship to information literacy will
used in a college course. Both sites include
mation Literacy
be described.
peer reviews of OER to help with evaluation.
defines
Open Educational Resources (OER) can be
It should be noted that OER can include arti-
information literacy defined as “materials used to support educa-
cles or e-texts but also lesson plans, audio
as “the ability to
tracks, multimedia, or any other type of learn-
tion that may be freely accessed, reused,
know when there is modified, and shared by anyone” (Downes,
ing material (UNESCO & Commonwealth of
a need for
2011). While still in the adoption stage, the
Learning, 2011; Hylen, 2007). This means
use of OER is slowly gaining momentum.
that the fourth action of information literacy –
information, to be able to identify, locate, evaluate, and effectively use that information
One significant advantage of OER is that
effective use – also applies to OER. While
for the issue or problem at hand” (United
there is no cost to either the professor or the
there could be more than one OER that could
States National Forum on Information Litera-
students. As it relates to information literacy,
be used, the format available might have an
cy, 2014). Like many definitions, this has
OER need to be identified (does an OER exist
impact on the effective use of that resource.
grown to include skills needed to navigate the
in this area?), located (if so, where is it?), and
In conclusion, the actions described in the
digital world as well as the non-digital world.
education technology. When building an
In the emerging education technology context of OER, it may take greater skills in information literacy but the payoff for the students will be worth the extra effort.
online course, for example, deciding what
evaluated (is this resource of good quality?).
All four actions that pertain to information literacy – identifying, locating, evaluating, and using information are common in the field of
resource to use is one important activity, es-
It is often a challenge to locate OER but with
above definition of information literacy apply to our practice of education technology. The increasing use of digital resources leads to the need for skills in identifying, locating, and evaluating information resources that can be used for teaching and learning. In the emerging education technology context of OER, it
pecially when there are many sources of such
the advent of some repositories such as
may take greater skills in information literacy
information. In this short article, one emerg-
Openstax College and our very own Open BC
but the payoff for the students will be worth
ing topic in education technology—open edu-
Campus, it is easier to both locate and evalu-
the extra effort.
References Downes, S. (2011, July 14th). Open educational resources: A definition [Weblog comment]. Retrieved from http://halfanhour.blogspot.com/2011/07/openeducational-resources-definition.html Hylen, J. (2007). Giving knowledge for free: The emergence of open educational resources. Retrieved from http://www.oecd.org/ dataoecd/35/7/38654317.pdf UNESCO, Commonwealth of Learning. (2011). Guidelines for open educational resources (OER) in higher education. Retrieved from http://www.col.org/ resources/publications/Pages/detail.aspx?PID=364 "What is the NFIL?". National Forum on Information Literacy. Retrieved February 2, 2014.
Community College Survey of Student Engagement (CCSSE): Results Inform Learning & Teaching Jan O’Brien, Manager of Institutional Research What is CCSSE? CCSSE stands for the Community College Survey of Student Engagement. It is a USbased survey with mostly US and some Canadian members. We conduct this survey every two years at Okanagan College, alternating with the on-line Student Satisfaction Survey. CCSSE surveys students to determine five benchmark scores that we, as a College, can compare with ourselves yearover-year and with others. These benchmarks consist of several questions rolled up into a score. There are five benchmarks:
Active and collaborative learning, Student effort, Academic challenge, Student-faculty interaction, and Support for learners. How many people participated this year? We had over 50 faculty and instructional staff and over 700 students participate. The survey is paper-based and is conducted in class. The participants, instructors and students, were very generous with their time, and we really appreciate it. It is an important vehicle for students to have their voices heard. And it is an important vehicle for faculty to have feedback about student behaviours. One
~ An Interview ~ example is that 42 per cent of students say they never skip class. Another example is that almost 30 per cent of students say that they never come to class without completing readings or assignments, while almost 60 per cent say “sometimes” and 12 per cent say “often” or “very often.” The frequencies report for all of the survey questions is located on the Institutional Research Website (continued on page 5)
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 5
Information Literacy as a Core Learning Ability at Whatcom Community College By Kiki Tomilla, Associate Professor, Information Literacy, WCC For years, the Whatcom Community College (WCC) Library has been looking for ways to ensure that all students attending WCC are familiar with Information Literacy. Our Library Information Literacy Mission Statement states “Information literacy instruction is a primary mission of the Library. We conduct classes customized for specific disciplines; provide one-on-one consultation at the reference desk; and provide a suite of tutorials through our website.” Reaching every student, however, is an ambitious undertaking. We often spoke of our efforts as the “shotgun approach” to IL instruction. Without a campus-wide initiative, we had no systematic approach to ensure that every student from WCC had some exposure to Information Literacy (not that everyone doesn’t use IL competencies when they use information). The opportunity to adopt a campus-wide system of tracking Information Literacy in the curriculum (at the point of need) came with the adoption of our new WCC Core Learning Abilities. Core learning abilities (CLA) are “overarching skills that are emphasized throughout many courses in all programs at WCC; they define the skills the college expects its students to develop by the time they graduate.” Perfect.
The work of adopting the college’s five new CLAs was done by the Outcomes Assessment Committee (OAC). The OAC is overseen by the Office of Assessment and Institutional Research. As the place of origin indicates, the college identified the CLAs as skills that instructors use in their curriculum and are measured in student success. The first year after the CLAs were approved (2012-2013), the OAC finalized a set of pre-
Core learning abilities (CLA) are “overarching skills that are emphasized throughout many courses in all programs at WCC; they define the skills the college expects its students to develop by the time they graduate.” liminary rubrics, including indicators and examples, for each CLA. The next step was to create a curriculum map, assigning each discipline a CLA to measure and a year to measure it. In the winter of that year, the library offered a four-session faculty workshop on Information Literacy: how to identify the competencies, how to recognize it in their existing curriculum, how to add it to their curriculum (at the point of need), and how to assess it. The following year (2013-2014), Information Literacy as a CLA was chosen as the first CLA to be used and assessed in the classroom. With the curriculum map in place and the IL scoring rubric completed, the college as
Community College Survey of Student Engagement (CCSSE)
signed the first cohort the task of identifying, using, and measuring Information Literacy in their classrooms. Hurray! WCC is now in the process of embedding IL instruction into curriculum campus-wide. We have a system of assessment in place that the library can use to measure student success in IL competencies. The expected rush of faculty reaching out to the library to get advice on embedding IL into their curriculum has not happened. I see that as a good thing. Professors at WCC have Information Literacy on their radar. We are looking forward to using the data from the first cohort and will soon be mapping our next plan of attack for IL in the classroom! The IL report, rubric, curriculum map and faculty presentation PPTs can all be found @ http://faculty.whatcom.ctc.edu/ InstResearch/IR/ DirectIndicatorsCollegeOutcomes/CLAHome/ InformationLiteracy/InformationLiteracy.html
*Contributing author Kiki Tommila is an Associate Professor, Information Literacy, Whatcom Community College, Bellingham, Washington.
(continued from page 4)
Why do we do CCSSE? Why is it important?
highest (discussed most often) compared to
How do we find out more about the results?
We do it for several reasons. First, as stated
the other Canadian colleges. It is interesting
The report that was sent to the board is posted
above, we use it as a comparator to strive
to see our strengths and also where we could
internally on the Reports tab in myOkanagan
for quality in teaching and learning, so we
improve.
under surveys. The frequency and means of
can see how we are doing over time and
So, where do we improve?
the survey questions are on the Institutional
against others. The benchmark results
Well, everywhere, I suppose. But our scores
Research website above. And the benchmark
formpart of our key performance indicators
were in line generally with other colleges.
scores are also available from the ccsse.org
for the College. As well, the results from
Nova Scotia Community College leads many
website, along with the survey instrument and a
individual questions are really interesting.
of the benchmark question scores, though,
lot of other information. If [you] have more
For example, the score for the question
so we could look at improving in comparison
questions...please contact me directly at
“Discussed ideas from your readings or clas-
with them.
jobrien@okanagan.bc.ca
ses with others outside of class” was the
(Jan O’Brien was interviewed by Rob Kjarsgaard)
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 6
Building Information Literacy Skills in Therapist Assistant Graduates By Darrell Skinner, PT, Instructor Therapist Assistance Program and Michelle Ward, PGDIPLIB (Australia), Kelowna Campus Librarian year, the students continue to advance their
librarian Anne Cossentine maintains a pro-
information literacy skills, which culminates in
gram-customized LibGuide to which the stu-
a collaborative initiative in the final term that
dents work in library sessions and which pro-
empowers graduates to be critical consumers
vides students with reference points to be
of research information and to be well-
independent and self-directed in their
informed of how to access current research
research practices. (See Therapist Assistant
information as alumni. For example, following
LibGuide http://libguides.okanagan.bc.ca/tad )
In modern practice it is expected that health an introduction to critiquing research, stu-
Students are refreshed on their LibGuide,
care providers use up-to-date evidence-based
dents are given a selected article to critique
which remains accessible to them on the
practice (EBP) in the treatment of patients.
the individual sections in groups, and then
library webpage, and on locating research
Evidence-based practice is explicitly linked to
present their opinions to the whole class. For
references via the library’s OCtopus search
information literacy skills; the ability to access follow-up, each student selects and critiques
engine. If employed by, or by partnering with,
and evaluate current research information is
an article of clinical importance to them for an
health authorities, graduates should seek out
critical in the health care professions (Boruff
individual take-home assignment.
those authorities’ library resources plus the in
& Thomas, 2011). We have a responsibility to educate graduates not only to enter practice, but to have the skills to progress in their careers in a constantly evolving health care system.
We have a responsibility to educate graduates not only to enter practice, but to have the skills to progress in their careers in a constantly evolving health care system.
-person services of librarians and via their resource webpages. In remote locations, public librarians can support professionals in research and in keeping their information literacy skills honed. Building information
Therapist Assistant students progressively
Students are fortunate to have this support
build their information literacy skills through-
in developing their EBP and information litera-
librarians and colleagues is a key strategy in
out their two- year program. Michelle Ward
cy skills throughout their college program. In
EBP. We also highlight open-access evidence
collaborates with instructors by presenting a
our latest initiative to the graduating second
-based portals and clinical research data-
lecture / workshop series in a first- term class
year class, Michelle presents a unique toolkit
bases, reputable free medical databases,
that targets an introduction to research skills
of strategies on how to access current reha-
governmental, health-professional associa-
including accessing library databases and the
bilitation research in varying contexts practi-
tion, and research agency websites. All of
development of information literacy skills.
tioners may find themselves. Graduates are
these resources are detailed under the
There is a subsequent workshop in the sec-
encouraged to sustain contact with OC library
Alumni tab of the Therapist Assistant Lib-
ond term supporting an instructor’s journal
resources and librarians by taking advantage
Guide. The authors would be pleased to be
article research assignment. In the second
of alumni privileges available at each of OC’s
contacted to discuss this initiative further if
References
campus libraries. Therapist Assistant liaison
you wish.
networks with allied professionals such as
Boruff, J. T., & Thomas, A. (2011). Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students. Health Information & Libraries Journal, 28, 264-272. doi:10.1111/j.1471-1842.2011.00953.x http://ezproxy.okanagan.bc.ca/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=22051125&site=eds-live&scope=site Cossentine, A. (2013). LibGuides: Therapist Assistant. Retrieved from Okanagan College Library website: http://libguides.okanagan.bc.ca/tad
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Information Literacy at Okanagan College: Making the Connection
Winter 2014
By Jennifer Sigalet, Vernon Campus Librarian
of Okanagan College’s courses and programs
courses in
communities. The vision of OC “as a catalyst
(Okanagan College. Library Department,
conjunction with
for change” (Okanagan College, 2013) is
2013). Hagel, Horn, Owen, and Currie (2012)
research-based
crucial in this rapidly changing digital age
suggest “that libraries can positively increase
projects. In
where information is growing exponentially.
students' retention by working in close part-
2011 CTCL
Emerging technologies and the changing
nership with faculty to help them facilitate the
(Community and
landscape of information are affecting how
delivery of academic programs.”
Technical Col-
Okanagan College transforms lives and
individuals and communities are navigating,
This practice of collaboration has resulted in
page 7
lege Libraries)
managing, and using information. Individuals an active and enduring IL program committed
Innovation Achievement Award was awarded
in all fields of study, workplaces, and society
to providing IL instruction in support of
to the librarians of Okanagan College Library
are required to be information literate. Infor-
developing information literate and lifelong
for the development and implementation of
mation literate people “will demonstrate an
learners. In the September 2012-August
CILRI stating that “[w]hile the primary achieve
awareness of how they gather, use, manage,
2013 academic year, 5,918 students in 281
-ment of CILRI is the expansion of instruction-
synthesize, and create information and data
classes received research process and skills
al opportunities for students to develop re-
in an ethical manner and will have the infor-
instruction by eight OC librarians across four
search and critical thinking skills, one of CIL-
mation skills to do so effectively” (Bent &
campuses.
RI’s additional benefits is the strengthening of
Stubbings, 2011). “[I]nformation literacy should be transformational for the learner, changing their attitude, behaviour, outlook, and even their world view” (Secker & Coonan, 2011). In collaboration with teaching departments and key student support services, the Library Department is actively engaged in creating information literate learners. For over 30 years Okanagan College librarians have been promoting the development of critical thinking, writing, and excellent research skills in students across the institution. Librarians work closely with teaching departments to support the integration of information literacy (IL) skills into coursework. How this is achieved is through a strategic and collaborative approach to the instruction of IL that supports and enables the learning outcomes
“[I]nformation literacy should be transformational for the learner, changing their attitude, behaviour, outlook, & even their world view” (Secker & Coonan). In the fall of 2009, the Library Department and the English Department launched a pilot project that formally included embedding IL wording into all first-year English course syllabi and scheduling research instruction into all first-year English course timetables. In 2010 the pilot project, referred to as CILRI (Course Integrated Library Research Instruction), was reviewed and accepted by both the English Department and the Library. CILRI is now delivered as an ongoing program on all four campuses and integrates librarian-led research process skills into all first year English
relationships between librarians and teaching faculty …[and] because of CILRI, the Library is now better placed to be a full partner in the teaching and learning role of the College (Canadian Library Association, 2011)”. “With its focus on critical thinking and reasoning, information literacy is vital to students’ ability to learn while enrolled at Okanagan College and throughout their working life” (Okanagan College Library Department, 2013). Information literacy transforms lives: Students acquire research process skills, engage with their research, have conversations with their research, and ultimately create new information in the process. Connect with your subject liaison librarian at:
http://www.okanagan.bc.ca/Student_Services/students/ library/about/contact/librarians/liaison.html
References Bent, M., & Stubbings, R. (2011). The SCONUL Seven Pillars of Information Literacy: Core Model for higher education. SCONUL Working Group on Informat– ion Literacy. Retrieved from http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf Canadian Library Association. (2011). CTCL Achievement Award. Press release. Retrieved from http://www.cla.ca/AM/Template.cfm? Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=11318 Hagel, P., Horn, A., Owen, S., & Currie, M. (2012). How can we help? The contribution of university libraries to student retention. Australian Academic and Research Libraries, 43(3), 214-230. Okanagan College. (2013). Mission. vision, values, guiding principles. Strategic Plan, 2010-2015. Kelowna, BC: Okanagan College. Retrieved from http://www.okanagan.bc.ca/Assets/Departments+(Administration)/Public+Affairs/Transform+-+Strategic+Plan+to+2015/stratplanpdf.pdf?method=1 Okanagan College. Library Department. Education plan, 2013 –2014. (2013, December 4). Kelowna, BC: Okanagan College. Secker, J. & Coonan, E. (2011, July). A new curriculum for information literacy: Transitional. Transferable . Transformational. Cambridge: Arcadia Project. Retrieved from http://ccfil.pbworks.com/f /Executive_summary.pdf
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Information Literacy and the Google Generation
Winter 2014
page 8
By Roen Janyk, OC Web Services Librarian
With the Google Generation becoming accustomed to conveniently accessible This concept of finding something “close information, rather than quality enough” has been proven across disciplines using Rational Choice Theory (satisficing), and information, it is taking a toll on their Gratification Theory (Connaway, Dickey, Radinformation literacy skills. ford, 2011; Pirolli, 2005; Chatman, 1991). In (Rempel & Cossarini, 2013). process (Colón-Aguirre & Fleming-May, 2012).
an information-seeking context, convenience, time, familiarity of use, and accessibility, are
assurance (JISC, 2008). When they only turn
consists of individuals born after 1993; digital
the main criterions students use when choos-
to search engines, students miss the unique,
natives who have grown up in a world heavily
ing information sources and strategies
peer-reviewed, and highly valued resources
reliant on the Internet and web technologies
(Connaway, et al. 2011). Rather than the
only available through library or private
(Joint Information Systems Committee,
information content itself, these criteria are
subscriptions (Porter, 2011). With the Google
2008).
based on the methods used to find and ob-
Generation becoming accustomed to conven-
authoritative articles on (topic),” and an aca-
tain information, deeming reputable and relia-
iently accessible information, rather than
demic may head straight for an online data-
ble information sources irrelevant.
quality information, it is taking a toll on their
The Google Generation, or “Generation Y,”
base or
Provide a task such as “find three
conduct a quick search in a reputa-
Adding to the matter is the fact that stu-
information literacy skills (Rempel & Cossarini, 2013).
ble journal. Conversely, give the same task to
dents think they are quite capable of finding
many students and their information seeking
information online and are confident in their
strategy will almost always begin on the Web
information-seeking skills (understandable
poor scholarly practices as a means to suffice
and more specifically with Google (Detlor,
considering the poor search query example)
and attempts to give students a system by
Booker, Serenko, & Julien, 2012; Mizrachi,
(Gustavson & Nall, 2011). Students are
which they can successfully gather, analyze,
2010; Griffiths & Brophy, 2005). To be per-
clearly capable of using a search engine and
and use information (ACRL, 2000). Through
fectly honest though, can you blame them?
other online resources, but they do not neces-
learner-centred instruction sessions that build
Enter a poor search query into a database
sarily know how to get quality information
upon previous meetings, research guides
and get zero results. Enter a poor search
from these sources (Wong, Stelmaszewska,
tailored to specific classes and assignments,
query into Google and get thousands of re-
Bhimani, Barn & Barn, 2009). Rempel and
and search tools that adapt to changing
sults, with the added likelihood that some-
Cossarini (2013) recently noted the tendency
expectations of online and efficient access,
thing will be “close enough.” For a growing
undergraduates have to overestimate the
library services are beginning to equip Gener-
number of students the convenience and
reliability of online sources. Students lack of
ation-Y students with the vital information
time saved from using Google outweighs the
information literacy skills and competencies
literacy skills needed to thrive in a dynamic
importance of accuracy and the learning
are hidden in their false sense of self-
digital world.
Information Literacy strives to go beyond
References Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf Chatman, E. (1991). Life in a small world: Applicability of gratification theory to information-seeking behaviour. Journal of the American Society for Information Science & Technology, 42, 438–449. doi: 10.1002/(SICI)1097- 4571(199107) 42:6<438::AID-ASI6>3.0.CO;2-B Colón-Aguirre, M. & Fleming-May, R. A. (2012). “You just type in what you are looking for”: Undergraduates” use of library resources vs. Wikipedia. The Journal of Academic Librarianship, 38, 391-399. doi: 10.1016/j.acalib.2012.09.013 Connaway, L. S., & Dickey, T. J. (2010). The digital information seeker: Report of findings from selected OCLC, RIN and JISC user behaviour projects. Retrieved from http://www.jisc.ac.uk/publications/reports/2010/digitalinformationseekers.aspx Connaway, L. S., Dickey, T. J., & Radford, M. L. (2011). “If it is too inconvenient I”m not going after it”: Convenience as a critical factor in information-seeking behaviors. Library and Information Science Research, 33, 179-190. doi: 10.1016/j.lisr.2010.12.002 Griffiths, J. R., & Brophy, P. (2005). Student searching behavior and the web: Use of academic resources and Google. Library Trends, 53, 539-554. Retrieved from https://www.press.jhu.edu/journals/library_trends/ Gustavson, A. & Nall, H. C. (2011). Freshman overconfidence and library research skills: A troubling relationship? College and Undergraduate Libraries, 18, 291 -306. doi: 10.1080/10691316.2011.624953 JISC, Communications and Marketing Team. (2008). Student experiences of technology and e-learning: An overview of JISC activities [Briefing paper]. Retrieved from http://www.jisc.ac.uk/publications/briefingpapers/2008/bpstudentexperiencev1.aspx (References to this article continue on the bottom of the next page)
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
The Evolution of Information Literacy from Student to Instructor
Winter 2014
page 9
By Jeremy Lanaway, English Department, Vernon
from other campuses, but I’m sure that the
mation went in
years ago when I spent my days shuffling
capability existed. Thanks to the librarian’s
one ear and out
through its beige corridors as a wide-eyed
expert tutelage (and let’s be honest, the repe-
the other for me
student negotiating the various challenges of
tition didn’t hurt) I became informational lit-
20 years ago, it
a first-year course-load. Many of the differ-
erate. The problem was that I wouldn’t be
doesn’t even
ences between OUC then and OC now are
tasked with putting my newly acquired skillset
make it past the
superficial in nature—OUC had a smaller, less
into practice for another six or eight weeks,
earlobe for mod-
developed campus with fewer buildings, an
when I’d need to start conducting research for
ern students—
old-fashioned sign and, of course, a different
my term papers. The knowledge gradually
unless they get it when they need it. This is
Okanagan College was a different place 20
name—but other variances are more subtle. The numerous library orientations that I experienced during the first week of every term fell into this latter, less obvious category. Back in the “olden days,” as the expression goes, technology was a bud of its present-day bloom. The library at the Kalamalka campus
Experts say that our attention spans have decreased. I don’t know if this is the case, or if they’ve just evolved to allow for multitasking, but I know one thing: Today’s students learn best in “real time”.
why I’m a huge supporter of CourseIntegrated Library Research Instruction (CILRI) [see below], and why I schedule library orientations on the same day that I brief my students on the term paper. The how of IL might’ve changed, but the what and why are the same as ever. Stu-
had a handful of hulking computers, but they
faded into the oblivion of disuse, so when I
dents need to be literate in information re-
were unwieldy for anything but the most rudi-
marched into the library in late October to
trieval because that’s what learning is all
mentary tasks. The Internet was a whisper
start compiling secondary sources, I was back
about—expanding the horizons of personal
among a subculture of “techies” with the IT
at square one—being led to a book by an infi-
knowledge. Fortunately for students, IL is
acumen to know what was to come, but for
nitely patient librarian.
keeping pace with their evolution.
the rest of us, the easiest way to find a book
Two decades later, I find myself seated at
was to ask a librarian to lead us to it. Need-
the front of the class, scheduling library orien-
less to say, this reliance created a need for
tations for students who have access to the
large-scale lessons in information literacy (IL)
world’s e-books in their pocket. Experts say
(if the term even existed back then) which
that our attention spans have decreased. I
took the form of a library orientation for each
don’t know if this is the case, or if they’ve just
class in the term’s first week or two.
evolved to allow for multitasking, but I know
The orientations produced instant results. I
one thing: Today’s students learn best in “real
came away knowing how to look up a book at
time”.
a computer station, which then gave me the
They can’t learn how to use the databases in
confidence to delve into the stacks to locate
September and then be expected to realize
it. I don’t recall being able to request books
the knowledge in November. If the infor-
Course-Integrated Library Research Instruction (CILRI) “A fundamental aspect of critical writing and reading is learning how to do research. Information literacy, the ability to “recognize when information is needed and to locate, evaluate and effectively use information” (American Library Association), is crucial to excellent research.” (CILRI wording was co-created by the OC Library and English Department and is now embedded into all first year English course syllabi.)
Information Literacy and the Google Generation (References carried over from page 8 “Information Literacy and the Google Generation”) Mizrachi, D. (2010). Undergraduates” academic information and library behaviors: Preliminary results. Reference Services Review, 38, 571–580. doi:10.1108/00907321011090737 Pirolli, P. (2005). Rational Analyses of Information Foraging on the Web. Cognitive Science, 29, 343-373. doi:10.1207/s15516709cog0000_20 Porter, B. (2011). Millennial undergraduate research strategies in web and library information retrieval systems. Journal of Web Librarianship, 5, 267-285. doi: 10.1080/19322909.2011.623538 Rempel, J. & Cossarini, D.M. (2013). Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy through new models of library instruction [Special issue]. Nordic Journal of Information Literacy in Higher Education, 5(1), 49 – 53. Retrieved from https://noril.uib.no/index.php/noril Wong, W., Stelmaszewska, H., Bhimani, N., Barn, S., & Barn, B. (2009). User behaviour in resource discovery. Retrieved from http://www.ubird.mdx.ac.uk/wp-content/uploads/2009/11/ubird-final-report-2009-11-302.pdf
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 10
Teacher, Exactly Why Shouldn’t I Cite Wikipedia or Use Google to Research My Paper? By Linda Elmose, Professor, Political Science, Vernon
Teacher, why exactly shouldn’t I cite
journalism; scholars’ commissioned research
Wikipedia or use Google to research
for industry; paper mills; rampant illegal digi-
my paper?
tal downloading; false positives/negatives on
Are you ready to answer this question?
health tests; false memoires or other high-
If not, then perhaps you, like me, have not yet profile cases of plagiarism; “casino capital-
Empirical studies continually show students are over-confident about their IL proficiency, prompting such questions as… “How would you feel if your doctor, lawyer, accountant, or mechanic searched Google or consulted Wikipedia when confronted with a problem?”
developed an adequate Information Literacy
ism” based on Ponzi-scheme types of scams.
(IL) strategy. Until recently, my IL “strategy”
In such uncertainty, IL might require asking:
consisted of a typical professor’s cringing,
Whose information should I trust? How can I
knee-jerk adamant rejection of open-source,
not be “a sucker”? Evidently, IL competen-
collaborative information sources like Wikipe-
cies are survival skills, not merely research
dia or reliance on Google. I’ve been rethink-
writing techniques.
assess student attitudes and understandings.
ing this position, not at the least because of
How to Teach IL as a Life-Long Learning and
Empirical studies continually show students
my own responsible and healthily skeptical
Survival Skill?
are over-confident about their IL proficiency,
use of online information. Rather than dictat-
In striving to better embed IL and critical
prompting such questions as: Do you note
ing my personal standards about the most
thinking skills, attitudes, and knowledge into
any ideological biases in this news report? Do
commonly used information sources in this
my courses, I employ a few techniques. A
you trust this reliability of this report? How
digital age, my new emphasis is on assisting
useful reference is the Association of College
reliable is Wikipedia compared to a traditional
students to develop their own IL strategies.
and Research Libraries’ (ACRL) report on
textbook? How would you feel if your doctor,
My IL strategy is based on answers to two
standards, indicators, and outcomes
lawyer, accountant, or mechanic searched
questions.
(Information Literacy Competency Standards
Google or consulted Wikipedia when confront-
Why Information Literacy?
for Higher Education).
ed with a problem? Do students realize that
Students and educators need an IL strategy that helps navigate our complex and uncer-
*Transparency: Grading rubrics setting out my expectations and class standards for as-
tain contemporary environment. Yes, certain- signments allows for a transparent display of
one of the best search engines, Google, will retrieve at most 25% of information available (Devine & Egger-Sider, 2009)? What are
ly, we live in an information revolution-led
my views on students’ skills in selecting, eval-
some ways to better search Google, or to find
digital age defined by rapid-fire technological
uating, and applying new information in their
information “beyond Google”? Do they know
changes and
assignments. Addressing plagia-
Evidently, ILcompetencies are information survival skills, not merely resources. More research writing techniques.
rism, and the ethical, legal, and
worrisome, our
proliferating
the way to the library, or what librarians do? *Collaborative Standards and Peer Review:
social mis/uses of information is
To promote self-directed learning, students
now a central component. I ask
could discuss information validity and credibil-
students to reflect on their selec-
ity in small groups, and could be asked to
modern condition features some real-world
tion and evaluation of information sources in
come up with the criteria to guide peer-
problems: diminishing
a brief methodology section of assignments,
reviews or instructor assessment of assign-
such as an essay abstract and annotated
ments.
government and
corporate transparency and accountability;
scientists muzzled or forced to alter reports; a bibliography. surveillance state/society diminishing privacy
*Discussion: Igniting class discussions
rights; prevalent ideological biases from trust- about what is IL (and how it differs from comed information sources; the end of objective
Finally, I strive to upgrade my own IL skills in our contemporary era. The truth, I know, is out there.
puter savvy) and critical thinking helps to
Reference Devine, J., & Egger-Sider, F. (2009). Going beyond Google. London: Facet. Online at http://www.ala.org/acrl/sites/ala.org.acrl/files/ content/standards/standards.pdf
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 11
Lessons Learned at Research Boot Camp: Students and Information Literacy By Dr. Rosalind Warner, Professor of Political Science and ILT Fellow for Arts
Recently I decided to tackle research skills in my Political Science classes head-on by helping students to ‘walk through’ the research process throughout the term, from the initial outline to the final genuine article. This article is about what I discovered along the way
about how students actually prepare essays, and it led to some real surprises!
RESEARCH BOOT CAMP: Students and Information Literacy General Principles: ► Break down the essay-writing process into stages: outline, research journal, first draft, and final draft. ► Provide a skeletal outline and allow students to ‘fill in’ the necessary information as they gather it. ► Offer inspiration, guidance, warnings, encouragement, & information in low-stakes ways ► Assume no or very little previous knowledge of how to write an academic essay or prepare research.
Learners… ● want to know the purpose of their assignment, not just the requirements ● may give up on searches that don’t solve their problem or have too many ‘rabbit trails’ ● prefer information ‘on-demand’, when they are trying to solve a specific problem in the moment want to strike off on their own if need be ● dislike having to learn the ‘nuts and bolts’ of citation styles during the writing process, they put it off until writing is done ● often don’t see the connection between key words and search results
To help… ● discuss the audience, type of project, and its context within the discipline under study ● link searches directly with specific problems needing to be solved ● explain reasons for learners to seek and accept help ● point learners to resources [like libguides] that are designed for their assignment ● separate learning ‘citation styles’ from the writing process, then bring them back together ● emphasize that searching is trial and error, but that even ‘errors’ can be useful
Research tasks for learners: ● Find three different definitions of a key concept, summarize & compare them ● Perform three different keyword searches, compare the results ● ‘Find the errors’ to learn citation styles, proofreading and analytical skills ● Make a point-form outline of an article, research one point ● Draw a concept map to visualize the research process www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 12
Student Poster Projects for Second Year Ecology, Vernon Campus Biology 203—Introduction to Ecology
“An introduction to the different disciplines within the field of ecology. Topics include the ecology of individuals, physiological and behavioural ecology, population ecology, community ecology and ecosystem ecology. Evolution is treated both as a separate unit and throughout the course as a unifying theme.”
For more information on the annual Ecology poster projects please contact Laurie Donovan, Biological Sciences, Vernon Campus
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Visual Literacy: A Poster Visualizing Scholarly Articles
Winter 2014
page 13
By Taryn Schmid, Salmon Arm Campus Librarian
create and manipulate them. This definition is expanded on by Hattwig, Bussert, Medaille & Burgess, (2013). Databases help students limit their inquiry to scholarly articles by removing magazines and newspapers from the results list (among other things), but students still have difficulty efficiently evaluating the resulting “hits.” Book and literature reviews, even introductions, are often mistakenly assumed to be scholarly articles, just because they are in a “journal.” FindAll creatures with sight visually interpret their
ing scholarly articles on the internet is
environment, whether an eagle hunting for
even more difficult for students, with the
rabbits or an explorer mapping his jour-
huge variety of results a Google search
ney. What complicates visual interpretation
provides.
today is the increase in both quantity and use of visual images to communicate infor-
The Okanagan College Library Information Literacy Group decided to produce
mation. The “comics” guru, Will Eisner (1996), a poster to help students discern a scholrecognized this transformation in regards to
arly article. Creating the poster was an
storytelling and visual art during his decades
interesting learning experience for mem-
long career as an artist.
bers of the Information Literacy Group. To
“The latter half of the 20th century has
dents identify the main components of a scholarly article. We welcome feedback from students and instructors to determine if the poster works.
demonstrate the core elements, we at-
experienced an alteration in the definition of
tempted to bring together visual and textu-
literacy. The proliferation of the use of images
al information in a clear, interesting and
as a communicant was propelled by the
humorous format. Countless revisions
growth of a technology that required less in
were required along the way.
text-reading skills. From road signs to me-
Thank you to everyone who contributed to the creation of this poster! Please take the time to view the poster soon at your campus library.
chanical use instructions, imagery aided
We focused on seven steps:
words, and at times even supplanted
1—To determine what the most important
them. Indeed, visual literacy has entered the
The final result, it is hoped, will help stu-
information was to convey
panoply of skills required for communication in 2—To provide concise information this century (p. 3).” While the notion of visual literacy is not new,
3—To create a visually attractive layout 4—To seek input from staff and faculty
visual literacy standards for higher education
5—To use copyrighted images ethically –
have evolved, and are currently defined as the
(since none of us could draw a rat)
ability to find images, to interpret and analyse
6—To include humour
them effectively, to cite them correctly, and to
7—To consult a graphic designer
References Eisner, W. (1996). Graphic storytelling and visual narrative (10th printing 2006). Paramus, NJ: Poorhouse Press. Hattwig, D., Bussert, K., Medaille, A., & Burgess, J. (2013). Visual literacy standards in higher education : New opportunities for libraries and student learning. portal : Libraries and the Academy, 13(1), 61-89. Retrieved from http://muse.jhu.edu.ezproxy.okanagan.bc.ca/journals/portal_libraries_and_the_academy/ v013/13.1.hattwig.html
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Information Literacy: A Conversation
page 14
An interview with Craig Smith, AACP Coordinator, Vernon Campus
IL has become so much more important. The challenge now is to help people go back and say critical thinking is actually the key part of this. That’s the area where we could work harder to improve on. Are there any simple things that we could do to increase information literacy at our institution? One thing is to dig into that definition. Recently at a staff retreat on critical thinking…it was very interesting…we have instructors who are teachHow widely is the definition of IL understood?
ing different subjects in the upgrading program
When I think about information literacy…I
at different levels. There is tremendous diversity
have this innate understanding of what it is
in our student population…and yet as we began
and know exactly what it is. But when you sit
to get into critical thinking I thought I know what
down and ask somebody to define it, it can
this is. English instructors teach it when ap-
take a very long time because it’s a very com- proaching a writing project. Math people teach plex thing. In preparation for this [interview]…I it, science people…it’s scientific inquiry and so was surprised by the complexity of it. There
when we recognize that we were all actually
are five competencies necessary to be infor-
teaching the same skill it allowed us to step
mation literate and so it’s may be more com-
back and say, maybe we could name this, iden-
plex than I imagine and may be more complex tify it and bring a kind of cohesive approach to than others imagine.
Winter 2014
something that we’re teaching in many different
As an institution, are we fostering information rooms to many different people. I think with literacy in a meaningful way?
information literacy and instruction that we
I think we’re doing a good job and the library
could do the same thing across the institution
really leads the way because so much of the
and just step back and say…I’m teaching you
new technology is centered or accessed
how to use this app or teaching you how to ac-
through the library. I know as an English in-
cess this information or how to paraphrase or
structor, in terms of research, that things are
how to read a scientific journal…but this is infor-
dramatically different today than they were
mation literacy and the critical thinking skills
five years ago and certainly fifteen years
that you would use in any other course in any
ago. Going back to the five IL competencies… other subject and many occasions in life. So, determining the nature and extent of infor-
maybe it’s stepping back and recognizing the
mation needed; accessing it; critically evalu-
core component of this, which I believe is the
ating it; using it effectively; using it ethically--- critical thinking part. well, that’s big! It’s always been a challenge
Has reading more about information literacy
to evaluate sources, and now that there is so
changed how you view IL?
much more information available that part of
Yes…to the point of overwhelming me! I thought,
English instructors teach [critical thinking skills] when approaching a writing project. Math people teach it, science people…it’s scientific inquiry and so when we recognize that we were all actually teaching the same skill it allowed us to step back and say, maybe we could name this, identify it and bring a kind of cohesive approach to something that we’re teaching in many different rooms to many different people. okay information literacy, I’ll book you and we’ll go to the lab and learn how to use the databases. That’s just the start. I think students are overwhelmed by that information and so I guess that’s the thing that occurs to me is the complexity of this task and it’s been made more complex because of technology. The filters that used to exist…I can remember in high school if you had a National Geographic and a good encyclopedia you were home free. Well those filters aren’t there and so now students have a lot more work to do processing the information--critical thinking skills are the key. What are the challenges around promoting information literacy? On a superficial level it’s very simple. Information literacy is just understanding how to get information and use it and yet because it incorporates critical thinking, I think that maybe the challenge is going back to those basic things that we need to teach and learn, and that’s really the challenge in underscoring or emphasizing the key role that critical thinking plays in information literacy.
(Craig Smith was interviewed by Jennifer Sigalet)
"The Library promotes student success through the development of critical thinking and independent research skills, and advances teaching and learning by supporting instruction and professional development." OC Library Mission Statement
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Lies, Damn Lies, and Statistics: Why Statistical Literacy Needs to be a Part of Every Student’s Critical Thinking Toolkit One of the things that the last 50 years
In order to help our students avoid will be remembered for is the massive inmisinterpretation, including incorrect crease in the amount of statistical inforuse of statistical information, we need mation that we are bombarded with on a daily to ensure that “Statistical Literacy” becomes part of every student’s basis. Today, we endure a steady flow of critical thinking toolkit. news reports featuring the latest political
polls, the daily release of Statistics Canada surveys and reports, scholarly articles awash
Our students need not become full-blown statisticians and research methodologists.
Winter 2014
page 15
By Gilbert Bede, OC Systems and Data Librarian addition, they may need a more in-depth knowledge of such concepts as probability statements, level of confidence, margin of error, etc. Some students will need an advanced level of Statistical Literacy including the ability to understand sophisticated statistical terminology such as standard deviation, variance,
with the latest data from the field, public opin- They do need to develop a basic understand-
regression to the mean, correlation coeffi-
ion polls, infographics, and mega data provid- ing of how statistical information is created
cient, etc. (United Nations Economic Commis-
ed by the newest kid on the block “Big Data.”
sion for Europe, 2012, p. 7).
Unfortunately, misinterpretation of statisti-
and interpreted. This included an awareness of type of data used to create the report
Statistical Literacy is more than numeracy.
cal information is a relatively common occur-
(survey, census, or administrative data set).
It includes the ability to read, understand, and
rence. In order to help our students avoid
Including the capacity to understand common
apply statistical information and data. Statis-
misinterpretation, including incorrect use of
statistical terms used in such reports and
tical Literacy will enhance the overall literacy
statistical information, we need to ensure that surveys. Furthermore, a general understand-
of our students and equip them to better un-
“Statistical Literacy” becomes part of every
ing of methodology used to collect the data,
derstand the wide variety of statistical infor-
student’s critical thinking toolkit.
the basic statistical measures, and graphic
mation that they will exposed to as part of
tables employed by creators of such statisti-
their studies and in their personal lives.
Statistical Literacy requires many abilities. First and foremost, students need a basic
cal information is always of value.
If you are interested in learning more about how to incorporate Statistical Literacy into
understanding of mathematical principles
Intermediate level students will need the
underlying the creation of statistical infor-
ability to understand the limitations of the
your courses including basic statistical infor-
mation. Next, they need guidance in how to
methods used to collection the data, fluency
mation and analysis, specialized statistical
identify, analyze, interpret, and properly apply in more advanced statistical concepts, and
research databases, and how to access
statistical information (United Nations Eco-
Statistics Canada data sets please contact
terms (for example, labour force participation
nomic Commission for Europe, 2012,pp. 5-6). rate, morality rate, sample size, etc.). In
me at gbede@okanagan.bc.ca or Local 4751.
References United Nations Economic Commission for Europe. (2012). Making data meaningful part 4: A guide to improving Statistical Literacy. Retrieved from http://www.unece.org/fileadmin/DAM/stats/documents/writing/Maing_Data_Meaningful_Part_4_for_Web.pdf
THOUGHT SPOT: Thoughts arising from this issue “Building and Information Literate Institution What strategies do you use to integrate *information literacy into your course work? * inc lud ing v is ua l, dat a, d ig ita l, m ed ia, m eta liter ac ie s…
Reflecting on the above question please share your thoughts and experiences at THOUGHT SPOT . To access online discussions in Thought Spot: ►Log into myOkanagan then click on “Groups” in the upper right hand corner of the screen. ►Search the Groups Index for “Thought Spot” which will bring up the “ILT Thought Spot Group”. ►Click “Join”. ►Click on one of the “Thought Spots” which will take you to an online discussion on that topic. Please feel free to start a new discussion topic related to enhancing the practice of learning and teaching. Thank you. Any questions? Please contact an ILT Fellow! www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Winter 2014
page 16
Welcome to the New ILT Director of Learning and Teaching Dr. Beverlie Dietze By Dr. Paul Stephenson, ILT Program Coordinator On behalf of the ILT, I would like to welcome Dr. Beverlie Dietze as the new Director of Learning and Teaching at Okanagan College (OC). Beverlie is an experienced post-secondary professional who has spent nearly three decades in the sector in a variety of roles that include faculty member, department head, director, and campus dean. Most recently Dr. Dietze has been working as an Assistant Professor at Mount Saint Vincent University in Halifax and concurrently as an online Adult Education Facilitator with Brock University in St. Catharine’s, Ontario – a position she has held for nine years. Her experience working in the college sector is notable, specifically, her depth of knowledge in learner-centred curriculum development, leadership, and in the development of collaborative partnerships. The ILT is eager to begin working with Beverlie as it moves forward its agenda of enhancing learning and teaching at Okanagan College. Since the establishment of the ILT in 2009, the organization has made significant progress with limited resources, but there is so much more it could and should be doing. The ILT members look forward to benefitting from Beverlie’s wealth of experience and proven success in learning and teaching, as we seek to establish new collaborative relationships with a variety of stakeholders in the OC community.
ILT INFO LINKS The ILT is pleased to announce the launch of its new website : www.okanagan.bc.ca/ilt Thank you to the Website Committee for all their hard work over the past several months! Website haiku ~ ~ ~ so long to prepare the ilt site is here please visit and share ILT Website: ILT Mission Statement: ILT Fellows: ILT Educational Programs: ILT Newsletter:
http://www.okanagan.bc.ca/ilt http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
ILT NEWSLETTER Thank you to each of the authors for their valuable contribution to this issue of Enhancing the Practice of Learning and Teaching! The thought, expertise, and time that has gone into creating the end products is greatly appreciated. As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three issues a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute. Please submit your articles to ILT Copy Editor & Distribution Michael Orwick. MOrwick@okanagan.bc.ca THE NEXT ISSUE: “The Student Experience: Supporting Student Success” is the theme for the spring issue of the newsletter. The article submission deadline is March 31, 2014 and the publication date is mid-April. ILT Newsletter production team: ILT Newsletter Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca Managing Editors: Darrell Skinner dskinner@okanagan.bc.ca and Carl Doige Cdoige@okanagan.bc.ca Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca Design/Layout Editor: Jennifer Sigalet Jsigalet@okanagan.bc.ca
ILT Fellow for Library Services and Institutional Research ILT Fellow for Health and Social Development ILT Fellow for Sciences ILT Fellow for Business and Office Administration ILT Fellow for Library Services and Institutional Research
For more information please go to http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
20/02/14
www.okanagan.bc.ca/ilt