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"Need, Find, Assess, Use" Translating Information Literacy Standards into Higher Education Curricula

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How a Librarian and a Rhetorician  Shared Needs, Found Common Ground, Used Collaboration in Their Classroom - and Assessed the Outcome


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By Dr. Lauren Camille Mason & Jewell Anderson, MLIS Armstrong Atlantic State University Savannah Georgia USG Conference on Teaching and Learning Unicoi, GA April 12, 2012


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They Don’t Know What They Don’t Know


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What Our Students Did Not Know About Research for Writing  

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

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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  

Where the library is and what the facility offers physically  

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  

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  

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  

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  

Many Meetings

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Many Discussions

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Many Revisions


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Developing a Sturdy Course Framework Outcomes:  

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  

ACRL  

Association of College & Research Libraries


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Information Literacy Competency Standards for Higher Education  – ACRL, 2001  5

Standards

  22

indicators   86 Outcomes

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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  

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  

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”  

“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”  

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?  

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  

Locate and use the right resources for the right need:

Personal

Campus Clubs & Organizations

Professional

Campus Career Services

Academic

Library, Advising, Tutoring

Medical

Campus Health Services

Emotional

Financial

Campus Counseling Center

Financial Aid Office


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Assess – Composition How to Think Critically in College  “Reading” other  “Thinking   “Writing” in  

types of texts

Rhetorically About How Messages Persuade”

unconventional situations

The “Ghastly Resort” Project


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Assess – Information Literacy  

Regarding Resources: Currency   Reliability   Authority  

Accuracy   Perspective / Purpose  


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Use - Composition Putting it All Together  

Final Research Project


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Use – Information Literacy  

In Life:  

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Know how to approach campus offices to get needs filled

In Research:   Books for broad overviews  

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  

Students use structured learning management systems routinely to  

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  

Students use WordPress Site routinely to:  

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  

Mindmapping

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Project Planning

del.ici.ous  

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DropBox  

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Source selection

Centralize files

YouTube  

Illustrative videos


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Outcomes – Composition  

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  

QEP  

Systemized implementation of including Information Literacy in introductory composition courses.


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