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pwarmack

Information Literacy and Librarian-Faculty Collaboration in Academic Library for Sustai... - 0 views

www.researchgate.net/...ronment_An_integrated_approach

#EDCI325 #Change-Project #InfoLit #DigitalCitizenship

shared by pwarmack on 11 Feb 18 - No Cached
  • The ultimate goal is to make information literacy an integral part of the academic curriculum, thus helping students to succeed not only during their years in college but also for their lifelong career choices.
  • discussion about librarian-faculty collaboration for developing information literacy skills among the students are considered briefly.
  • ACRL further describes information literacy as abilities to: a. Determine the extent of information needed b. Access the needed information effectively and efficiently c. Evaluate information and its sources critically d. Incorporate selected information into one’s knowledge base e. Use information effectively to accomplish a specific purpose f. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
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  • That solution has two fundamental underpinnings: the first is that information literacy is an issue for every college and university; and the second is that librarians should occupy a position in attempts to define and achieve campus-wide information literacy.
  • While it is legitimate to use some of the information available on the web, students need to learn how to evaluate that information.
  • A study conducted by two researchers at the Manchester Metropolitan University in the United Kingdom found that 75% of the students surveyed used Google as their first port of call when locating information, with the university library catalogue used by only 10%.
  • In general, faculty members involved in the process were willing to collaborate with librarians who served as consultants, as instructors, and as team players in designing, teaching and implementing course assignmen
  • One particular model which has proven to be effective is course integrated instruction. With this model, librarians and teaching faculty co-design a course, and make sure that information literacy is incorporated in the course.
  • They not only sought to build short-term programmatic partnerships but more importantly, formal long-term working relationships with campus units, groups, departments and administrators.
  • “Integrating Literacy into the Liberal Arts College Curriculum.
  • launched a campaign to recruit faculty as partners in the process
  • took advantage of the liaison system already in place
  • Symposiums were organized for faculty and librarians to focus on assessment and science disciplines.
  • offered a workshop
  • More and more course-related or integrated instruction sessions have come to play a bigger role in making students more information literate.
  • Changing fee structures, student experience and access to digitized information on the internet, librarians have had to rethink their approach to teaching IL skills
  • McGuinness (2007) argues that librarians tend to act in a reactive manner to the needs of academics, rather than proactively to promote IL skills.
  • eads to ad hoc, short-term solutions designed only to address one or two issues.
  • dds that librarians should align their own goals of incorporating IL skills into the curriculum with the goals of academics and institutions to influence the power structures within institutions and help shape educational content.
  • highlights both the ambiguity around how IL should be taught, and the important role faculty awareness of IL and integration of library staff plays in integrating IL
  • unpack the “culture clash” between librarians and academics
  • cGuinness (2006) found that academics expected students to “learn by doing” through collaborative projects with peers and dissertation reports with occasional support from staff, without a clear sense of how students would develop critical and analytical IL skills
  • aculty also tended to believe that a student’s ability to gain IL skills were driven by the student’s own motivation, interests and innate abilities, rather than the quality and format of the available instructional opportunities
  • Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century”
  • These collaborative efforts have enabled librarians to encourage and support faculty in establishing learning priorities which will ensure that students be equipped with the competencies to become effective lifelong learners.
  • Only by establishing a successful partnership between librarians and faculty, can the goal of mastery of information literacy by students be accomplished.
  • The goal of librarian-faculty collaboration in integrating information literacy into the curriculum is to enable students to learn the skills and competencies needed for success during their life time
  • To make sure that everyone is able to become an educated, skilled, and information-literate person, librarians and faculty at institutions of higher education throughout the world will need to work together as partners to provide the education
pwarmack

Microsoft Word - expert_report_final.doc.pdf - 0 views

#EDCI325 #Change-Project #InfoLit

shared by pwarmack on 11 Feb 18 - No Cached
  • The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.
  • Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.
  • Academics are involved in developing a curriculum to meet the University’s learning and teaching strategy, assisted by librarians and educational developers. The academics are embedding it in the curriculum with advice from the librarians. This means that students don’t see something separately labeled “information literacy” as opposed to academic learning.
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  • . should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.
  • to allow different teachers to adapt the curriculum to their own teaching style.
  • I believe information literacy has to be context‐sensitive both in subject but also individual experience.
  • he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:
  • No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.
  • The IL curriculum needs to consider the whole students information experience – skills are just one aspect.
  • Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.
  • student‐centred approach’.
  • experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.
  • Effort needs to be made to embed IL into the curriculum at later stages as well.
  • scalable approach.
  • Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.
  • work together to integrate it into the learning experience.
  • Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know
  • the concerns of the different stakeholders were considered.
  • For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.
  • Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.
  • The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques
  • there is a danger ofconfusing IT awareness with information literacy.
  • the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.
  • Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.
  • Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.
  • Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.
  • intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.
  • Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.
  • Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.
  • Sharing information appropriately also forms part of the ethical use of information.
  • The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)
  • I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.
  • Managing your online identity, web presence or ‘digital footprint’
  • rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale
  • I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.
  • Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.
pwarmack

20-14_ISTE_Standards-S_PDF.pdf - 0 views

#EDCI325 #Change-Project #InfoLit

shared by pwarmack on 11 Feb 18 - No Cached
  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • apply digital tools to gather, evaluate, and use information.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
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  • Create original works as a means of personal or group expression
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  • Use multiple processes and diverse perspectives to explore alternative solutions
  • Understand and use technology systems
  • Advocate and practice safe, legal, and responsible use of information and technology
  • Select and use applications effectively and productively
  • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
  • Transfer current knowledge to learning of new technologies
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