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Information Literacy in the First Year of College: Research, Writing, and Assessment in APSU 1000

Information Literacy in the First Year of College: Research, Writing, and Assessment in APSU 1000. Ms. Lori Buchanan, Instructional Services Librarian and Professor, Dr. Susan Calovini, Professor of English, and Ms. Gina Garber, Digital Services Librarian and Assistant Professor.

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Information Literacy in the First Year of College: Research, Writing, and Assessment in APSU 1000

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  1. Information Literacy in the First Year of College: Research, Writing, and Assessment in APSU 1000 Ms. Lori Buchanan, Instructional Services Librarian and Professor, Dr. Susan Calovini, Professor of English, and Ms. Gina Garber, Digital Services Librarian and Assistant Professor

  2. Integrating Freshman Level Information Literacy Librarians were involved in the planning and implementation of first-year experience programs from the beginning. Collaboration between librarians and other members of the University Community was crucial in achieving the integration of information literacy outcomes into the course’s curriculum. Formative assessment of information literacy learning outcomes occurred in APSU 1000. Surveys & focus groups were used to gather instructor and librarian opinion about the information literacy instruction conducted.

  3. What informed the information literacy instruction that was included in APSU 1000? • Selecting outcomes: What do we want students to be able to do as a result of this instruction? • Developing curriculum and pedagogy: What does the student need to know in order to do this well? What activity will facilitate the learning? • Assessment: How will the student demonstrate the learning? • Criteria: How will I know that the student has done this well? Questions are based on an instructional planning model presented by Deb Gilchrist, Lead Faculty of the Information Literacy Institute.

  4. Teaching Information Literacy in APSU 1000: An English Professor’s Perspective

  5. “Understanding Student Success” Report Expected Information Literacy Skills: • “find a variety of sources” • “assess source importance, credibility” • “use sources properly”

  6. APSU Core Classes Information Literacy Skills Expected for: • Research projects • Writing assignments

  7. Information Literacy Skills Applied in APSU 1000: The Career Profile Paper • Students must find and use three sources, including the Occupational Outlook Handbook and ONET • Works Cited/References page included • One paraphrase and one direct quote

  8. APSU 1000 Information Literacy Goal The APSU 1000 information literacy component’s goal is to prepare students so faculty may expect them to • use the Library Website http://library.apsu.edu/ and the physical library as a gateway to high quality, academic information sources, • begin to search library databases effectively (Boolean operators, keyword searching, truncation), • begin to evaluate and select sources appropriate for college-level work, and • cite sources in different styles, paraphrase correctly, and avoid plagiarism.

  9. How do we use the LILT Quiz Results? • Determine library instruction content specific to each APSU 1000 section • Future modification of LILT content • Further collaborative efforts between librarians and instructors to insure that students become information literate

  10. What do the LILT Quiz Results Tell Us? Every information source that presents a single viewpoint on an issue (e.g., the American Cancer Society website’s view on smoking) is biased, that is, it promotes support for a particular viewpoint. [True or False] - Question 8, Module 5 771 correct responses; 77% of the total participants IL Standard 3 (Critical evaluation of information and its sources), Outcome: Demonstrates an understanding that information in any format reflects/supports a point of view and may be designed to trigger emotions.

  11. What do the LILT quiz results tell us? You can avoid plagiarizing by: [select the correct response or responses] - Question 4, Module 6 461 correct responses; 57% of the total participants IL Standard 5 (Ethical use of information), Outcome: The information literate student demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. IL Standard 4 (Effective use of information to accomplish purpose), Outcome: The information literate student integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance.

  12. What do the LILT Quiz Results Tell Us? The statement “Information is selected through a review process: best describes information found: [select the correct response] - Question 2b, Module 1 1620 correct responses; 78% of the total participants IL Standard 1 (Identifies types and formats of information), Outcome: Knows how information is formally and informally produced, organized, and disseminated

  13. What do the LILT Quiz Results Tell Us? Using the connector AND broadens your search; you will get more records back. [True or False] - Question 9, Module 2 1307 correct responses; 75% of the total participants IL Standard 2 (Accesses information effectively and efficiently), Outcome: Demonstrates an understanding of the concept of Boolean logic and constructs a search statement using Boolean operators (AND, OR, NOT).

  14. What do the LILT Quiz Results Tell Us? Which of the following is a good use of the “Invisible Web” (web sources that libraries buy and deliver)? [select the correct response or responses] - Question 4, Module 5 811 correct responses; 80% of the participants IL Standard 5 (Economic, legal, and social issues surrounding the use of information), Outcome: Describes differences between sources available on the “Public Web” and in the Library

  15. Course Assessment: Instructor & Librarian Surveys(Instructor Completion Rate = 37 of 44; Librarian Completion Rate = 12 of 12) Instruction deemed most helpful to students by the instructors (#s): • How to use search strategy techniques (e.g., Boolean operators) 24 • How to use the Library as a gateway to quality academic sources 22 • How to cite, paraphrase, and avoid plagiarism 20 • How to evaluate and select appropriate sources for college work 16 • Felix 9 Lives Self-Guided Tour/Librarian-led tour 13 __________________________________ Instruction deemed most helpful to students by the librarians (#s): 9 yes, 3 maybe Use Library as a gateway 9 yes, 3 maybe Use search strategy techniques 8 yes, 4 maybe Felix 9 Lives Self-Guided Tour/Librarian-led tour 8 yes, 3 maybe, 1 no Citing, paraphrasing, and avoiding plagiarism 6 yes, 6 maybe Evaluating and selecting sources for college work

  16. Course Assessment: Instructor & Librarian Surveys • How many library sessions should be included in APSU 1000: TWO or more - 29 instructors One – 8 instructors TWO or more - 11 librarians One – 1 librarian • Use of LILT in future APSU classes: Yes 26 instructors Maybe 11 instructors No 0 instructors Yes 12 librarians • Collaborated with librarian or instructor in front of the students Yes 19 instructors No 18 instructors Yes 6 librarians No 6 librarians

  17. Course Assessment: Instructor & Librarian Surveys Instructor interest in collaboration with librarians in major discipline area: Yes 25 Maybe 10 No 1 Co-creation of library-related assignments for a class Yes 18 Maybe 14 No 2 Collaboration on a classroom presentation Yes 23 Maybe 9 No 4 Development of a web page Yes 7 Maybe 16 No 10 Construction of a web tutorial Yes 8 Maybe 15 No 11

  18. Created by Nancy Snyder

  19. Created by Nancy Snyder

  20. Created by Nancy Snyder

  21. APSU 1000 Instructor/Librarian Focus Group Results • LILT: helpful introduction to the library; should be required of all students; instructors should become familiar with LILT content and hold students accountable for it • Career Profile Assignment:important to the course; provides students with an opportunity to practice library skills; modify into a journal format or called a “report” so that students understand that research is required • LICR (Library Instruction and Computer Room): All library instruction sessions need to occur here, because 1) students need to enter the Library, 2) the available instructional technology, and 3) comfort zone for librarians

  22. Conclusions • Librarians and instructors should collaborate to make sure that students gain information literacy knowledge, skills, and values that will prepare them to succeed both academically and in life. • Assessment should be included in the course planning process and the results used to improve instruction. • Once an information literacy foundation is laid at the freshman level, librarians and instructors should work together to see that more advanced information literacy outcomes are addressed and become articulated across the curriculum.

  23. Thank you for attending today! QUESTIONS? Today’s slideshow is available at http://library.apsu.edu/library/3_9firstyear.htm

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