A 24hour news cycle and thousands of global television and radio networks, coupled with an immense a

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Every 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.

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Some first steps to lifelong learning Library
and Writing Faculty Partnerships Information
Literacy Assignments.

• Michele Burke, Librarian Faculty
• Kate Sullivan, English Faculty

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Welcome

• 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.

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Why all the paper?(The case of the
missing skateboard)
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Life 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.)

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• Characters

Who 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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• 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.

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Challenges 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

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IL 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

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IL 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

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The Combined Goals of IL and Writing

• Writing Goals (WR 121)

• IL Goals

• 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)

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Composition 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

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Goodbye 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

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Goodbye 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

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A 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)

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Two Big Outcomes

• Use a database
• Use the internet to locate information and
  evidence

What skills do these proficiencies involve?
(proficiency 2)
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Two-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.

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Micro 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

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Introduction 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)

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Products

• 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

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More 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.

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NATIONAL 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

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• Brainstorming Topics Keywords

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