Title: A 24hour news cycle and thousands of global television and radio networks, coupled with an immense a
1Every day, we are inundated with vast amounts of
information.
- A 24-hour news cycle and thousands of global
television and radio networks, coupled with an
immense array of online resources, have
challenged our long-held perceptions of
information management. Rather than merely
possessing data, we must also learn the skills
necessary to acquire, collate, and evaluate
information for any situation. - This new type of literacy also requires
competency with communication technologies,
including computers and mobile devices that can
help in our day-to-day decision making.
2Some first steps to lifelong learning Library
and Writing Faculty Partnerships Information
Literacy Assignments.
- Michele Burke, Librarian Faculty
- Kate Sullivan, English Faculty
3Welcome
- We will teach ways to incorporate
micro-information literacy assignments into
existing curriculum. We couch the discussion in
terms of consciousness-raising around information
literacy and the need for librarians to work with
faculty in all disciplines, not just writing.
4Why all the paper?(The case of the
missing skateboard)
5Life long learners
- Ultimately, information literate people are
those who have learned how to learn. They know
how to learn because they know how knowledge is
organized, how to find information, and how to
use information in such a way that others can
learn from them. They are people prepared for
lifelong learning, because they can always find
the information needed for any task or decision
at hand. - The American Library Association
- Presidential Committee on Information Literacy
- (January 10, 1989, Washington, D.C.)
6Who are they? Students and their parents Ore.
Senate (Senate Bill 342) Oregon University
System JBAC and CIA
Who are we? Librarians Writing faculty
(OWEAC) Ore. IL Summits Ore. CC Library
Assoc. ACRL-Oregon
How do we talk to each other? AAOT IL
Outcomes ILAGO modeled on OWEAC
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11- PSUs Critical and Creative Thinking Outcome
Students will develop the disposition and
skills to strategize, gather, organize, create,
refine, analyze, and evaluate the credibility of
relevant information and ideas.
12Challenges of Course Integrated Instruction
- Many Faculty do not see addressing IL skills as
part of their jobs (they see IL as the purview of
librarians, only) - Faculty who may be sympathetic often fear the
increased workload from IL instruction - Faculty underestimate how much IL they already
teach - In the case of assigning written work, research
on the teaching of writing has shown us that
evaluation, synthesis integration of source
materialsno simple, straight-forward matter - IL instruction does translate into a revision of
curricula, and its potentially messy when
student research dictates some of the
content/readings for the class - Dissatisfaction with traditional research reports
13IL outcomes in Writing Courses
- WR 121
- Practice active reading of college-level texts,
including annotation, cultivation/development of
vocabulary, objective summary, identification,
and analysis of the thesis and main ideas of
source material - Use a database and the Internet to locate
information and evidence - Evaluate source materials for authority,
currency, reliability, bias, sound reasoning and
validity of evidence - Demonstrate an ability to summarize, paraphrase,
and quote sources in a manner that distinguishes
the writer's voice from that of his/her sources - Produce at least one paper that demonstrates an
ability to synthesize sources to support an
assertive or argumentative thesis through
summary, paraphrase, and integrated quotation - Credit source material using a discipline-appropri
ate documentation
14IL Outcomes cont.
- WR 122 (in addition to the outcomes for WR 121)
- Use argument as a means of inquiry as well as
persuasion - Use library resources, online databases, and the
internet to locate information and evidence,
recognizing that there are different resources
available for different purposes/subjects - Use some advanced research techniques to locate
sources (subject indexes, Boolean search terms,
etc.) - Record and organize information resources to
track the research process - Demonstrate an ability to summarize, paraphrase,
and quote sources in a manner that distinguishes
the writer's voice from that of his/her sources
and that gives evidence of understanding the
implications of choosing one method of
representing a source's ideas over another - Demonstrate the ability to evaluate source
material for authority, currency, reliability,
bias, sound reasoning, and validity of evidence.
These abilities may include but are not limited
to distinguishing between observation, fact,
inference understanding invalid evidence, bias,
fallacies, and unfair emotional appeals
distinguishing between objective and subjective
approaches - Assemble a bibliography using a
discipline-appropriate documentation style
15The Combined Goals of IL and Writing
- Students learn to
- Identify gaps in their knowledge and recognize
when they need information - Find information efficiently and effectively,
using appropriate research tools and search
strategies - Evaluate and select information using appropriate
criteria - Treat research as a multi-stage, recursive
learning process - Ethically and legally use information and
information technologies - Create, produce, and communicate understanding of
subject through synthesis of relevant information
- Students learn to
- Use a database and Internet to locate information
and evidence (2) - Evaluate source material for authority,
reliability, accuracy, currency and bias/point of
view (3) - Demonstrate an ability to summarize, paraphrase,
and quote sources in a manner that distinguishes
the writers voice from that of her/his sources
(4, 6) - Develop and organize essays using logic,
examples, and illustration, and research to
support his/her ideas (6) - Write at least one paper that demonstrates an
ability to synthesize sources to support and
assertive or argumentative thesis through
summary, paraphrase, and integrated quotation (2,
3, 6) - Credit source materials (5)
16Composition Theorys Contributions to IL
- New Rhetorics--writing and IL as situated
literacies writing is not merely repository of
thinking, its a form of thinking - Writing Program Administrator (WPA) hierarchy of
proficiencies - Rhetorical Knowledge
- Critical Thinking, Reading Writing
- Processes
- Knowledge of Conventions
17Goodbye to the old model of the research paper
- Research as situated and conversational
- Abandon primary emphasis on form/conventions
- New emphasis on weaving rather than patchwork,
strudel/streusel, not apples - Hello to Learning-centered curriculum and
resource-centered learning independent learner
18Goodbye to the old model of the research paper
- Research as situated and conversational
- Abandon primary emphasis on form/conventions
- New emphasis on weaving rather than patchwork,
strudel/streusel, not apples - Hello to Learning-centered curriculum and
resource-centered learning independent learner
19A few good sources
- Writing instructors are often more concerned with
students choosing a few good sources. Rather than
a patchwork quilt of sources, we want a weave. - Ability to Form a Problem (rhetorical
competence/sensitivity) - Comparison of two film articles that disagree
about a subject (the rhetorical problem is built
into the assignment) - Find 2 that disagree and talk about why they
disagree (more interesting analysis and a move
away from just description) - Find an article that supplements/complements
materials from class (rhetorical problem is not
supplied for the students)
20Two Big Outcomes
- Use a database
- Use the internet to locate information and
evidence
What skills do these proficiencies involve?
(proficiency 2)
21Two-part Research Project--Micro assignments
- Keywords assignment
- Help students understand how to narrow search
terms - Help students understand how to do an effective
internet search - Help students understand how/why evaluation of
sources is important - Require that students write a summary of their
source that they present their source to
student groups.
22Micro Assignment, cont.
- Database search
- Recursive students revisit and refine the
search terms they created for the internet search - Academic students use scholarly databases
(Academic Search Premiere ERIC) - Evaluative students have to find an article
that is appropriate to course materials and to
their level of lexile sophistication, in addition
to other evaluative tasks (authority, currency,
reliability, bias, sound reasoning, and validity
of evidence) - Synthesis requires students to
summarize/paraphrase/use integrated quotation in
a critique of the source - Integration ultimately, students use this
source in concert with other materials from the
course in their final argumentative essay
23Introduction to research concepts
- Mind mapping
- Keyword warm up to get the brain moving
- Keyword Searching Tutorial (Chris Niemeyers)
- Database exploration (students work in small
groups exploring databases, share findings with
larger group) - Research as conversation (of sources) and intro
to affective domain (Paula McMillen and Eric Hill
from OSU)
24Products
- mission statements and vision statements
- proposals
- constitutions
- legislative bills
- definitions
- diagnoses
- white papers
- marketing analyses
- opinion surveys
- feasibility studies
- problem solutions
- social, political, or artistic criticism
- annotated bibliographies
- formal arguments from principle
- arguments generalizing from particulars
- news articles
- magazine feature articles
- reports
- encyclopedia articles
- historical fiction
- ballads
- plays, TV, or film scripts on course-related
issues - advertising campaigns
- political speeches
- editorials
- literature reviews
25More Ideas
- Information Literacy Writing Assignments
- from Auburn University Libraries
- Idea jogger 10 Sample Assignments
- from the Ohio University LibrariesThese sample
assignments teach a broad range of information
literacy proficiencies.
26NATIONAL INFORMATION LITERACY AWARENESS MONTH,
OCTOBER 2009
- National Information Literacy Awareness Month
highlights the need for all Americans to be adept
in the skills necessary to effectively navigate
the Information Age. - - - - - - - -BY THE PRESIDENT OF THE UNITED
STATES OF AMERICAA PROCLAMATION
27- Brainstorming Topics Keywords
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