Information Literacy

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Text of Information Literacy

  • 1. Information Literacy Standard 2

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

  • How can we help students achieve this standard
  • What does this look like in the classroom?
  • What is my role in the process?

3. Breaking it down This standard focuses on Searching & CitingIn this training youll examine how to help your students by designing effective projects that will allow your students to find the information theyll need for your class research opportunities. What does good research look like? 4. 100 level courses VL lessons should provide scaffolding to direct students to specific materials/sites & provide expected outcomes (i.e. use this article to complete the worksheet).Instructors need to provide motivation & support to foster positive attitudes.Activities need to be relevant, specific, meaningful, & brief. 200 level courses VL lessons should provide some scaffolding but allowstudents a broader range allowing them to conduct their own search strategies.Student should be able to start analyzing materials and using information in context (making conclusions).Instructor should continue to motivate & support positive attitudes.Activities need to be relevant & meaningful. 300 level courses VL lessons should includeresearch (with emphasis on content). Students shouldbe able to conduct a variety of searches & find various information formats (books, journals, etc.).Instructor support & guidance needed to promote student success. Activities still need to be relevant & meaningful. 400 level courses VL lessons can reflectmore open ended researchthat allows students to locate, evaluate, judge, adopt, and use information to support their own learning. Activities need to be relevant & meaningful. Research Progression Planning research opportunities foryour classes. 5. What frustrations do students have with research? 6. Performance Outcomes of this Literacy Standard

  • The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
  • The information literate student constructs and implementseffectively-designed search strategies.
  • The information literate student retrieves information online or in person using a variety of methods.
  • The information literate student refines the searchstrategy if necessary.
  • The information literate student extracts, records,
  • and manages the information and its sources.

7. Badke, W. (2008, July). Information Literacy Meets Adult Learners.Online ,32 (4), 48-50. Retrieved July 15, 2009, from Business Source Premier database. < http://search.ebscohost.com.proxy.itt-tech.edu/login.aspx?direct=true&db=buh&AN=32918624&site=ehost-live&scope=site > In The Classroom Consider the following: Adult learners first like to conceptualize the whole process [of research].They prefer a road map and an explanation of points of interest along the way.This isnt spoon-feeding.They want to be able to grasp the point of the assignment, its goals, and the steps required to move from topic to product.Theyre willing to do the work, but they want to understand what is required of them. (Badke, 2008) Our research projects should not be a maze of twists and turns that leave our students guessing if theyre on the right track. 8. Performance Indicator 1:

  • What is the scope of the assignment?
  • What do I need to discover or what am I trying to solve?
  • How can I find the information?What information do I already have?What information do I still need?
  • Where can I find the information I need?What are the best sources for the information I need?
  • What are my (or my teachers) biases (or opinions) about this topic?
  • How can I make sure my biases are not reflected in my research methods?
  • How will I know Ive completed this project?

9. How can I

  • Design a project that meets the curriculum requirements that ALSO meets my students expectations?
  • How can I make this content relevant to my students so they actually get something out of this activity?

10. Start with theENDin mind

  • Click on the image to the right to visit the Projects Based Learning website.Each of the Design Principles are discussed at length.

Image from Designing Your ProjectDesign principles for effective project based learning.Retrieved 13 October 2009 from:http://pbl-online.org/pathway2.html 11. Looking at VL Lesson Plans

  • How are you introducing these concepts in your classroom activities and/or assignments?
  • How are you encouraging your students to use these skills?
  • Lets look at some lessonplan revisions

12. Scenario 1:Students in a100level class are directed to use the Virtual Library to research best practices in generating Visual Basic forms for using in applications. Be sure to implement those best practices in your code. Whats missing?

  • A 100 level course should point the student to resources (to create confidence)
  • Evaluation Criteria How is this supposed to be measured? How can you see this in action?
  • Connections to how this fits into what the students are doing or what will they be doing with this information
  • Citation specifics allow students to create skills that will transfer to all other classes.

Revising Lesson Ideas Applications 13.

  • Original Scenario 1:
  • Students in a100level class are directed to use the Virtual Library to research best practices in generating Visual Basic forms for using in applications. Be sure to implement those best practices in your code.
  • REVISED Scenario 1:
  • Using Books 24x7 on the Virtual Library, define the following terms & cite their source(s) using APA guidelines:
      • 1. accessibility aid 4. data-format validation
      • 2. business rule validation 5. Data Transfer Object
      • 3. context - sensitive help 6. extender class

Whats changed?

  • Students are sent to a specific area(s) within the VL to conduct their searches (limiting frustration)
  • Students are able to construct their own search techniques while in a controlled environment.
  • The assignment is more limited in scope, applicable, and evaluation is less vague.
  • Students are creating/re-enforcing good citation habits/skills

14. Scenario 2:Students in a400level class are directed to prepare a professional summary about managing product development. Use Managing Product Development by Nishiguchi, Toshihiro(Oxford University Press). 1996. Chapter 1. This book is located in the Ebrary section under the books link of our Virtual library (you need to search for product development to find the book).Whats missing?

  • Evaluation Criteria
  • Flexibility
  • Connections to how this fits into what the students are doing or what will they be doing with this information
  • Citation specifics

Revising Lesson Ideas Applications 15. Original Scenario 2:Students in a400level class are directed to prepare a professional summary about managing product development. Use Managing Product Development by Nishiguchi, Toshihiro(Oxford University Press). 1996. Chapter 1. This book is located in the Ebrary section under the books link of our Virtual library (you need to search for product development to find the book).

  • REVISED Scenario 1:
  • Using the Virtual Library, create a product development timeline that summarizes the key components and stages in a new product development cycle.You may want to refer to Chapter 1 inManaging Product Developmentby Nishiguchi, Toshihiro (found in the Ebrary book collection) to get started.
  • Your timeline will need to cover a minimum of 7 stages and use at least 3 VL sources.Cite your sources in APA format.This timeline will be a part of your capstone presentation.

Whats changed?

  • Students are given the opportunity to create their own meaning using a variety of sources
  • Expectations (and citation styles) are clearly stated
  • There is a stated correlation between the activity and the course objectives

16. Moving from point AB

  • Provide students with clear directions and guidelines
  • Help students identify what they already know
  • Help students identify what they may need to discover
  • Demonstrate how to find the information they need
  • Provide adequate time & support

17. Its critical for students to have an idea of what they need to find and how they can find that information.For example: if you are looking for peer-reviewed sources you need to confirm that your students: 1) know what peer reviewed sources are2) know how to locate them in the Virtual Library Identification, Planning & Wording How can I find what I need?What information do I already have?What information do I still need? WHERE DO I START?!? 18. Consider teaching a search strategy 19. Timedoingresearchtimeusingresearch Virtual Library & LRC Holdings

  • If you plan on sen
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