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Information Literacy Learning and Assessment Strategies

Information Literacy Learning and Assessment Strategies. Ralph Catts. Professional Lifelong Learning. Graduate. Global Perspectives. Informed Reflection. Co-operative Networking. Under-graduate. Information Literacy. Professional Communication. Technology Application. Critical

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Information Literacy Learning and Assessment Strategies

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  1. Information Literacy Learning and Assessment Strategies Ralph Catts

  2. Professional Lifelong Learning Graduate Global Perspectives Informed Reflection Co-operative Networking Under-graduate Information Literacy Professional Communication Technology Application Critical Thinking Numeracy Team Work Problem Solving Information Use HE Entry Communication Planning Technology Use Hierarchical Model of General Skills STAGES (C) Ralph Catts, 2004

  3. An embedded Model of Information Literacy • Taught as part of professional practice • Situated in professional context • Elements derived from Australian Standards • Considered as an integrated and integral part of generic skills along side communication, team work and ethics (C) Ralph Catts, 2004

  4. Why embed IL? Widely agreed that embedding is theoretically sound and effective in practice! • In Australia - Bruce (2002) • In the UK - Markless (2003) • In the USA - Rockman (2003) (C) Ralph Catts, 2004

  5. So why don’t academics embed IL? You need answers to the following: • Curriculum too crowded? • More work for academics? • Not our job? • Not our skills? • Do not know how? (C) Ralph Catts, 2004

  6. Why is assessment for credit crucial for embedded IL? • Focus student learning • Reward effort • Convey expectations (C) Ralph Catts, 2004

  7. Why is reinforcement and transfer of IL skills crucial? • Situated versus transferable skills • Notion of meta-cognition • Encourage Active Transfer • Reward successful transfer - (or penalise lack of transfer) (C) Ralph Catts, 2004

  8. What are the options for librarians? What can individuals do? • Stick to the bolt on model? • Take over the curriculum? • Just scream? • Find examples! First - Demand and reciprocate respect. (C) Ralph Catts, 2004

  9. A Case Study - Context • Mature ‘non-traditional’ students • Selected from successful trainers and supervisors • advanced standing in content • lack academic skills • external/distance learners QUESTION: Can it transfer to your context? (C) Ralph Catts, 2004

  10. Teaching Information Skills with Specific Content Learning about issues in adult and workplace education • funding • competencies • public, private and community agencies • equity and access (C) Ralph Catts, 2004

  11. Graduate attributesfor lifelong learning • Communication (oral, written, numeric, graphical • global perspective • information literacy • problem solving (critical thinking) • Social responsibility • team work (C) Ralph Catts, 2004

  12. Structure of Unit • Introduction – expectations. • Analysing Texts – an example assignment 1 - near transfer (short answers) • Learning Information Skills assignment 2. Search, evaluate, document, and access information. • examples of forms of writing – assignment 3 an essay argument on topic (C) Ralph Catts, 2004

  13. Assignment 1 - examples • Summarize the author’s views • give three examples of claims made supported by evidence • Quote an example of the author stating his opinion. • Give two reasons why the diagram is confusing. (C) Ralph Catts, 2004

  14. Assignment 2 - examples • Search a web site to identify equity target groups • List three articles relevant to the topic, and justify relevance, currency and reliability. • Give reference details for an in-text quote. (C) Ralph Catts, 2004

  15. Assignment 3 “Should government funding be used to enable Community Adult Education (ACE) providers to target education provision for target equity groups?” (C) Ralph Catts, 2004

  16. Element Understanding key concepts Use of procedural or constructed knowledge Quality of essay Accurate referencing in text and bibliography Mark 25% 25% 25% 25% Assignment 3 Marking Guide (C) Ralph Catts, 2004

  17. The Information Literacy Framework Use information as a lifelong learner by • Recognising need for information • Accessing information effectively • Evaluating information and sources • Storing and managing information • Using information to create ideas • Using information legally & ethically (C) Ralph Catts, 2004

  18. Participatory Task Apply the Information Literacy Framework. Read through the overhead notes, ask any questions for clarification, and then locate where the standards are embedded. Which ones are addressed in the example? (C) Ralph Catts, 2004

  19. Can this model be transferred? Consider your contexts: • Are there barriers? Of course there are. • Could you do this another way? Yes! • What modifications will you make? • What will motivate people to make the effort? (C) Ralph Catts, 2004

  20. Conclusions Ask the following questions. • Who controls the curriculum? • What is in it for the academics? • What are the barriers to change? • What roles should librarians play? (C) Ralph Catts, 2004

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