October 6, 2006
Share resources, ideas and thoughts here
We all come across interesting articles and blog posts every day. Many of us have created excellent materials at our own institutions. If you have something you think would be of interest to the IL Summit participants, post it in the comments here.
sarajameson said,
October 6, 2006 @ 5:26 pm
Here’s what Clancy Ratliff’s Culture Cat blog has to say about librarian visits to classrooms: Chronicle article on classes in the library, a response to the article Show Your Librarian Some Love by Todd Gilman in the Chronicle of Higher Education (October 4, 2006)
It will be great to hear how others in Oregon address information literacy.
Here at OSU, our first year composition program (mostly first year students) has a standard information literacy portfolio (worth 10% of the term grade) consisting of an online guided (and graded) research activity through Course Management System/module Blackboard followed by a 50-minute class visit to the library where the assigned librarian guides students through further thinking about information literacy and their particular projects for the class. Granted this is not nearly as much time as we want students to have on developing their skills, but it is a start. We hope these activities will help students to have a stronger understanding about finding information online and in print, evaluating that information, selecting it, intergrating it, and using it in their work.
John Pollitz said,
October 18, 2006 @ 8:59 am
I came across an interesting article today in the Chronicle of Higher Education, Students Lack ‘Information Literacy,’ Testing Service’s Study Finds. Here is the url: http://chronicle.com/daily/2006/10/2006101701t.htm?rss. It may be require a subscription. It basically reports that a study conducted by the Education Testing Service found that only 13% of students studied fit their criteria of “information literate”. Students at 4 year colleges performed best, folowed by high school students preparing for 4 year colleges, then students in community colleges according to them.
sarajameson said,
October 24, 2006 @ 3:06 pm
RESEARCH ETHICS — Clancy Ratliff’s Culture Cat blog posted her thinking about an upcoming class on research ethics Research Ethics which poses questions related to composition courses and beyond.
sarajameson said,
October 24, 2006 @ 3:08 pm
The article mentioned by John Pollitz from the Chronicle of Higher Ed about Information lIteracy does indeed requre a subscription.
(Note - OSU community members can access this article from the Library’s webpage, using Lexis-Nexis. Go to Guided Search, choose University News in Step One and then the Chronicle in Step Two. — Anne-Marie)
jpollitz said,
November 1, 2006 @ 6:22 pm
One of the major outcomes for an information literacy program is that students will know what plagiarism is and how to avoid it. Of course this is probably one of the most difficult concepts for young scholars to deal with. Actually, it is difficult for professional scholars to deal with, note Doris Kearns Goodwin and Steven Ambrose. OWEAC has made an effort to help instructors and english programs with this problem by drafting the OWEAC Plagiarism Statement which can be found at the Lane Community College website. It is a clear and concise statement with links to sites containing very helpful information for instructors and their students.
jpollitz said,
November 17, 2006 @ 12:15 am
As I was preparing for tomorrow’s Summit I had the chance to once again look at the OSU Undergraduate Information Literacy Competencies and was struck by the simplicity and lucidity with which they define an OSU graduate in terms of information skill.
Chronicle Of Higher Education said,
November 26, 2006 @ 4:17 pm
Markus…
It was quite useful reading, found some interesting details about this topic. Thanks….
sarajameson said,
December 11, 2006 @ 12:54 pm
At the IL Summit, Kathleen from Chemeketa Community College demonstrated their library’s pathways and tutorials: Chemeketa
Heidi Senior said,
November 17, 2007 @ 8:35 am
At the 2007 Summit we talked about how librarians using a discipline’s vocabulary when talking to faculty about information literacy in their field. I mentioned that the Association of College and Research Libraries (ACRL) has an initiative to develop subject-specific information literacy standards. I am on a Communication Studies Committee that is currently developing standards for that area.
Here is a link to an ACRL page about information literacy in the disciplines.Each link on this page goes to another page with a list of readings, and sometimes also a link to (usually draft) standards.
http://www.ala.org/ala/acrlbucket/is/projectsacrl/infolitdisciplines/
Robert Schroeder said,
April 10, 2008 @ 1:50 pm
A group of librarians in the Portland Area formed a group to articluate more detailed IL sub-proficiencies for our students at the “rising junior” level. These students often swri amongst our institutions on their way to a degree. We based our work on the preliminary general proficiencies developed at the OSU Summit. Comtributors are - Torie Scott (PCC), Anna Johnson (MHCC), Michele Burke (ChCC), Terry Mackey (ClCC), Robert Schroeder (PSU), Allinee Flanary (PCC).
Information Literacy Proficiencies
for Students Ready to Move Into Upper-division Coursework
Information Literacy Articulation Group of Greater Portland - 4/10/08
Students who are ready to begin upper-division coursework can…
1. Identify gaps in their knowledge and recognize when they need information.
•Read and analyze assignments and class instructions.
•Determine the nature and extent of information needed.
•Confer with instructors, librarians, and others to focus and refine a research topic.
•Frame appropriate research questions and develop a manageable thesis statement.
2. Find information efficiently and effectively, using appropriate research tools and search strategies.
•Understand that there are different resources available for different purposes/subjects.
•Explore general information sources to increase familiarity with a topic.
•Recognize that information sources have an organizational structure and can find and use their navigational tools and access points.
•Formulate a search to locate and retrieve information effectively and efficiently using appropriate resources.
•Understand how to follow the trail from the citation to the item.
•Use the library to obtain materials including materials that aren’t available locally.
3. Evaluate and select information using appropriate criteria.
•Critically evaluate information based on reliability, validity, accuracy, authority, timeliness, and point of view or bias.
•Compare and select information from various sources in order to accomplish a specific task.
•Understand that informational content and physical format are independent of each other.
•Judge the relevance of materials found with respect to the specific information need.
4. Treat research as a multi-stage, recursive learning process.
•Understand that information searching requires motivation, perseverance, and practice, and that skills are developed over time.
•Identify gaps in the information retrieved and modify or revise their topic or thesis and/or develop new search strategies.
•Formulate a realistic overall plan and timeline to acquire the needed information.
5. Ethically and legally use information and information technologies.
•Cite items or ideas used and does not represent work attributable to others as his/her own, and does not distort the author’s intended meaning.
•Understand that citation of other works or ideas and plagiarism are ethical issues.
•Use citations to participate in an ongoing scholarly conversation.
•Understand that different disciplines have different citation standards and habits.
•Understand that there are legal issues surrounding copyrighted information.
6. Recognize safety issues involved with information sharing and information technologies.
•Recognize that the use of some technologies has potential health risks.
•Recognize potential safety and privacy risks of sharing personal information online.
7. Manipulate and manage information, using appropriate tools and technologies.
•Record and organize information resources to track the research process.
•Use tools and techniques to create and revise documents collaboratively.
8. Create, produce, and communicate understanding of a subject through synthesis of relevant information.
•Recognize that existing information can be combined with original thought, experimentation, and/or analysis to produce something new.
•Analyze resources and make conscious decisions about how each resource supports the development of the topic.
•Reconsider original idea based on new understanding.