Information Literacy

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Information LiteracyLifelong Learners

• Faculty Student Librarian Assignment

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Philosophy

• At the University of Connecticut we are not
  seeking to establish a single stand-alone
  information literacy class but rather to build
  information literacy into the very fiber of the
  four-year University education.

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Campaign

• Establish expectations for students
• Establish a teaching infrastructure
• Establish modules for 24 by 7 learning

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General Education

• Applies to all students regardless of their
  major or their school or college
• Assures that students graduating from the
  University of Connecticut will be competent in

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General Education Information Literacy Goals

• Knowledge generation
• an understanding of how knowledge is created
  disseminated and organized
• Knowledge access
• an understanding of knowledge communication
  processes and a facility with the tools required
  to tap into these knowledge communication
  processes
• Knowledge evaluation and integration
• an ability to evaluate synthesize and
  incorporate information into written oral and
  media presentations.

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ACRL Information Literacy Competency Standards
for Higher Education

• Foundation document
• http//www.ala.org/acrl/ilintro.html
• Blooms Taxonomy of Educational Objectives
• Cognitive Domain
• Lower and Higher Order thinking skills
• Affective Domain
• Motivation Attitudes and Values

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Evaluation Synthesis

• 3. The information literate student evaluates
  information and its sources critically and
  incorporates selected information into his or her
  knowledge base and value system.

Lower Order Restates textual concepts in
his/her own words and selects data accurately
Higher Order Synthesizes main ideas to
construct new concepts. Extends initial
synthesis when possible at a higher level of
abstraction to construct new hypotheses that may
require additional information.
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Adjusting the BI Model

• Attend several () one to two hour Library
  Instruction sessions during UConn career.

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Teamwork

• Campus-wide partnerships needed
• Librarians
• Faculty
• Students
• Technology training as needed
• http//www.lib.uconn.edu
• Library Instruction --- Objectives

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Partnerships 1

• Summer Orientation
• Week of Welcome
• Bookworms Café
• Writing Center

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Partnerships 2

• First Year Experience (INTD 180)
• 75 of freshmen class choose to enroll
• 66 of those classes come to the library
• Library session is experiential in nature
• 50 minute session
• Take them there physically (Psychomotor Domain)
• Hands on in the classroom
• First Year Experience Goals

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Partnerships 3

• Freshmen English
• Required few exceptions
• 80 classes per semester / 20 students per section
• Class length 1 ¾ hours
• Usually linked to assignment
• Freshmen English Goals

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Partnerships 4

• Identify research intensive courses within each
  major field of study
• Develop the students understanding of knowledge
  generation access and integration within the
  area of chosen specialization

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Conclusion

• Information Literacy is not just a Librarians
  issue.
• To succeed we need the active cooperation of
  teaching faculty and support staff and of the
  students themselves.

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Conclusion

• Allies
• Propaganda
• Weaponry
• Training Camps

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• The End