Information Literacy across the Curriculum

1. Information Literacy across the Curriculum An Introduction A Presentation to the UCFV Library Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

2. Agenda • Information Literacy • Definitions • Information Literacy across the Curriculum (ILAC) • IL & Library Instruction (so far) • Context • UCFV • LAC • Environmental Scans • Library Services & ILAC Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

3. Part 1: Information Literacy (IL) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

4. IL in the Postsecondary Context - Information seeking / inquiry - Information use - Information technology fluency Information Literacy Discipline or Topic • Ethical reasoning • Civic responsibility & engagement • Intercultural knowledge & actions • Propensity for lifelong learning • - Problem solving • - Collaboration & teamwork • - Written & oral communication • Critical & creative thinking • Quantitative literacy (numeracy) • Integration of learning (Bundy, 2004; AACU, 2005) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

5. IL in the Workplace Context • Technical & training manuals • Administrative documents • Policies, procedures • Institutional discourse • Standards for performance & conduct Information Literacy Context • Observation of practice • Rehearsal • Narrative • Professional skills & abilities • Community membership & identity • - Actions, values, beliefs, & emotions • - Communities of practice (Lloyd, 2007) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

6. IL Standards • American Library Association • Information Literacy Competency Standards for Higher Education (2000) • Standard One: Awareness • I.2.c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) • Standard Two: Access • II.4.b. Identifies gaps in the information retrieved and determines if the search strategy should be revised • Standard Three: Evaluation • III.5.a. Investigates differing viewpoints encountered in the literature • Standard Four: Use • IV.1.c. Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance • Standard Five: Ethics • V.2.c. Complies with institutional policies on access to information resources • ANZIIL (Australia & NZ), SCONUL (UK & Ireland) • IL in the Disciplines Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

7. What’s in a Research Paper? • Discipline Knowledge • understanding communication practices within a discipline • knowledge of what’s current within a discipline or course context • what is a “researchable” topic within the discipline • Resource Knowledge • range of information sources and formats, and their purpose/use • academic/scholarly vs. trade/professional vs. popular • primary vs. secondary • Searching Skills • determining vocabulary • selecting appropriate resources and anticipating best results • Documentation Skills • documentation styles • quoting vs. paraphrasing vs. summarizing • knowing when to cite • Epistemological Skills • critical thinking • understanding and being able to apply criteria to determine authority, objectivity, currency, quality • comparing and evaluating differing viewpoints • applying logical reasoning (rhetoric) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

8. IL across the Curriculum Model 1: Stand-Alone Students take a required course (or set of courses) to provide a base of knowledge & skills Formal learning opportunities in other courses reinforce general skills & concepts, relate them to specific disciplines Model 2: Infusion* Sequential progression of learning opportunities linked to a core curriculum across academic programs or disciplines Reinforced through program design IL is key learning outcome at course level Course professor provides regular & progressive activities & assignments IL instruction from professor, or jointly shared by professor and librarian IL skills assessed along with subject content and other generic skills * = recommended model Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

9. The Infusion Model • Provides opportunities for experiential,interactive, authentic learning • games • simulations • online resources to support tasks & assignments • group learning • contextualized skill development • Progressive, laddered • Recursive • Explicit embed + integrate + supplement contextualized recursive learning Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

10. IL & the UCFV Library (so far) • Mandatory sessions • CMNS 125 & 155: tour & take-home assignment, seminar on instructor request • ENGL 105: tour & take-home assignment, required seminar • 2006/07: 74 tours, 42 seminars • BIO 111 • 2006/07: 18 seminars • Other UCFV courses • 2006/07: 118 seminars • Departmental sessions • 2006/07: Social Work, Nursing, Practical Nursing, Criminal Justice (master’s) • Specialized workshops (50 minutes) • 2006/07: RefWorks, 20 workshops 98% of tours & 60% of all sessions take place in first 4 weeks of fall & winter semesters • Teacher Education Program (new, Apr. 2007) • 1.0 FTE Librarian shared between TEP and Library • Teaches required course • Extended Reference Appointments (new, Oct. 2007) • 20 requests as of Nov. 6 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

11. Embed, Integrate, Supplement • Embed • BIO 111 • BUS 100 • Integrate • ENGL 105 • Other courses by instructor request • Supplement • CMNS 125 • CMNS 155 • Departmental orientations • Extended reference • Tutorials • Workshops Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

12. UCFV Library: Framework for IL Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

13. And Speaking of Vocabulary… Orientations Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

14. A New Vocabulary Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

15. Part 2: The Context Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

16. UCFV Strategic Plan • Objective 1.1.3: Develop the Library and Learning Centre as a primary location for student life activities, both individual study and group, which centre on learning, study and research (a “learning commons”) • More emphasis on “information literacy” • Objective 1.2.1: Increase awareness and emphasis on transferable skills (critical thinking, literacy, information literacy, numeracy) • A baseline report on each program that identifies the emphasis and an annual publication highlighting student employment successes (initial and career progression) • Identification of transferable skills included in course outlines and curriculum development Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

17. Library Advisory Committee • February 2006 • Presentation: placing information literacy within the context of postsecondary education • Resolution: That the Library Advisory Committee formally endorses the concept of information literacy as an educational goal at UCFV, and is committed to work together to promote this within the institution (D. Thomsom/S. van de Wetering) • November 2006 • Presentation: building a policy framework for information literacy • February 2007 • Resolution: That Library Advisory Committee Chair, Michelle Rhodes, will write a letter to the Chair of the University College Council, requesting that UCC initiate an institution-wide discussion on the articulation of key transferable skills, such as information literacy, as learning objectives across the curriculum. (S. Marsh/C. Isaac) • April 2007 • LAC Motion: That UCC directs all departments to identify ways in which information literacy learning outcomes can be incorporated within their course programming, and that the integration of those outcomes be evaluated as part of the program review process. (K. Isaac/M. MacDonald) • Motion defeated, BUT: • There was discussion, raising awareness. • Dianne Common was there, and generally supportive. • Seen as one of a core set of transferable skills, common to all programs (which is where we want it). Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

18. Workforce Readiness • Competency is no longer the ticket to success, it’s the price of admission • Applied of “soft” skills (e.g., ability to communicate, think creatively) now considered essential • Must redefine success beyond acquiring of basic skills and include assessments for teamwork, civic involvement, professionalism, communication, analytical thinking • Must invest early and often to develop a love of life-long learning (Workforce Readiness, 2006) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

19. Generational Profile of UCFV Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

20. Generational Profile of UCFV Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

21. > 64% of our student population = Millennials 2005/06 UCFV Fact Book Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

22. Millennial Mindset • Computers are not technology • The Internet is better than TV • Reality is no longer real • Doing is more important than knowing • Learning more closely resembles Nintendo than logic • Multi-tasking is a way of life • Typing is preferred to handwriting • Staying connected is essential • There is zero tolerance for delays • Consumer and creator are blurred (Oblinger, 2003) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

23. Consider This… “ Based on the latest research in neurobiology, there is no longer any question that stimulation of various kinds actually changes brain structures and affects the way people think, and that these transformation go on throughout life. The brain…can be, and is, constantly reorganized. ” (Prensky, 2001) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

24. …And This “ So now we have a generation of students that is better at taking in information and making decisions quickly, better at multitasking and parallel processing; a generation that thinks graphically rather than textually, assumes connectivity, and is accustomed to seeing the world through a lens of games and play. ” (Prensky, 2004) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

25. College Students’ Perceptions Library = BOOKS (and it’s a good place to study or hang out) (OCLC, 2005) Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

26. Part 3: Library Services & ILAC Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

27. What’s Ahead for Us • Library 2.0 • Simpler search interfaces • More like Google • Faceted browsing (vocabulary discovery, guided navigation) • Federated searching (only better!) • Social networking tools • Folksonomies • RSS feeds • User-submitted content: (feedback, reviews) • Personalization & customization • “Anytime, Anywhere” • Support for wireless, PDAs, other devices • Tutorials, podcasts • Flexible, modular spaces • Accommodate rhythms of the academic term • Comfortable, inviting, open • Collaborative spaces • Spaces for individual study • Game-based learning • Student involvement in decision-making • More flexible staffing models Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007

28. References Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Retrieved February 2, 2006 from http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf Bundy, A. (ed.). (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Australian & New Zealand Institute for Information Literacy. Retrieved February 2, 2006 from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf College students’ perceptions of libraries and information resources. (2005, December). OCLC. Retrieved October 24, 2007 from http://www.oclc.org/reports/perceptionscollege.htm Connaway, L. S. (2007, June). Focusing on change: Connection to both millennials and baby boomers. Program presented at the Information: Interactions & Impact Conference, Aberdeen, UK. Retrieved October 23, 2007, from http://www.oclc.org/research/projects/synchronicity/ppt/20070627-i3.ppt Lloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly, 77, 181-198. Oblinger, D. (2003, July/August). Boomers, Gen-Xers & Millennials: Understanding the new students. Educause Review, 38(4), 38-47. Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf Prensky, M. (2004). Use their tools! Speak their language! Retrieved October 23, 2007 from http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf Workforce Readiness Initiative: Meeting summary report. (2006, June). Conference Board. Retrieved October 24, 2007, from http://www.conferenceboard.ca/documents.asp?rnext=2135 Information Literacy across the Curriculum: An Introduction Colleen Bell, Information Literacy & Outreach Services Librarian / November 2007