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Tools of the Trade


... websites in a research project Workshop Participants ... Standards for Higher Education. Search ... 10% Search Engine: 82% Library Website: ... – PowerPoint PPT presentation

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Title: Tools of the Trade

Tools of the Trade
  • Designing Templates to Teach a General Education
  • Lakeland Community College

General Education Outcome 5
  • The information literate learner accesses and
    uses information effectively and responsibly
  • Develops an effective search strategy
  • Evaluates, selects, and critically analyzes
  • Uses and manipulates information responsibly,
    ethically, and legally
  • Uses technology to access and manage information

The Lakeland Information Literacy GEO is based
on the Association of College Research
Libraries Information Literacy Competency
Standards for Higher Education.
General Education Outcomes A Chronology
  • 2000
  • General Education Outcomes Task Force (GETForce)
  • 2001
  • The Lakeland Library faculty championed the
    inclusion of information literacy as one of the
  • On Nov. 2nd, Lakeland presented an Information
    Literacy Retreat for faculty and administrators.
  • 2002
  • GETForce began to determine which abilities were
    to be measured in the Outcomes.

GEO Chronology, 2
  • 2002 continued
  • Subcommittees for the current 5 Outcomes were
    created and charged with designing Performance
  • On February 2nd, Lakeland librarians presented
    the first assignment design workshop.
  • 2003
  • Revised Statement of General Education Outcomes
    with Performance Indicators submitted.
  • Committee charge reiterated.
  • 2004
  • Draft of new General Education Outcomes worksheet
    distributed to committee members.

GEO Chronology, 3
  • 2004 continued
  • Committee determined a standardized format for
    rubrics should be developed to measure each
  • 2005
  • In the Fall, Lakeland librarians received a
    Faculty Challenge Grant to present 2 IL
  • General Education Outcome Worksheet and a revised
    version of the guidelines were reviewed and
  • Pilot Assessment done on Dec. 14th.

GEO Chronology, 4
  • 2006
  • April--second round of Rubric Testing.
  • Subcommittees revised GEO rubrics based on
    recommendations from rubric testing sessions.
  • Lakeland librarians again awarded a Faculty
    Challenge Grant to present 2 IL workshops.
  • Capstone Pilot E-portfolio Pilot.
  • Conversion of all course outlines to the new
    General Education Outcomes Worksheet.

Information Resources Libraries Some Statistics
  • These statistics are from OCLCs report
    Perception of Libraries and Information
    Resources, 2005.
  • First Choice for Information Source by College
    Students across All Regions

Search Engines 72 Library (physical)
14 Online Library 10
Some Statistics, 2
  • Where Electronic Information Searches Begin by
    College Students across All Regions

Search Engines 89 Library (physical)
14 Online Library 10
Some Statistics, 3
  • Usage of Electronic Resources by College Students
    across All Regions

Search Engine 82 Library Website 61 Online
Database 34 Electronic Books (digital)
31 Online Librarian Question Service 8
Some Statistics, 4
  • Learning about Electronic Information Sources by
    College Students across All Regions

Friend 67 Links from Electronic Sources or
Websites 61 Teacher 50 Librarian 33
The Knowledge Environment in the Information Age
  • Why is Information Literacy Important?
  • Information overload
  • Uncertain quality of web information
  • Promotes critical thinking lifelong learning
  • Challenges to Information Literacy
  • Easiest content is best content
  • Web versus Library Resources

The Knowledge Environment in the Information Age,
  • Challenges to Technological Literacy
  • IT focuses on means of accessing content
  • IT skills enable individual to use computers,
    databases, software and other technologies
  • Evolving skills IM, text messaging, MySpace,
    Napster. How do popular web skills apply to
    information seeking?

Information TechnologyLiteracy Applied
  • GEO 5 cumulative over course of college study
  • Successful assignments do not need to address all
    GEO 5 Performance Indicators
  • Any research assignment can be adapted to include
    GEO 5
  • Adapt non-research assignments or integrate
    active learning games into coursework

Library/Faculty Collaboration - GEO 5
  • Library Instruction sessions in library classroom
    can be adapted to specific disciplines
  • Library Liaisons will assist faculty with
    assignment design to incorporate GEO 5 into their
    own assignments
  • Library Website offers assignment templates
  • http//

Template Design Model
  • Satisfy one or more Information Literacy
    Performance Indicators
  • Be adaptable to many disciplines
  • Be complete (all vignettes, worksheets,
  • websites, required reading included)
  • Be easy for faculty to integrate into their
    classroom and curriculum
  • Emphasize active learning when possible

Developing the Assignments
  • The template for assignment design had 4
  • Objectives
  • Preparation required
  • Assignment itself
  • Review points
  • 3-4 assignments per Performance Indicator
    developed for first Faculty Workshop
  • Librarians chose a performance indicator and
    researched possible assignments, formatted them
    into the template
  • Librarians reviewed each others assignments
  • Approved assignments uploaded onto website

The Workshops
  • Funded through Faculty Challenge Grants
  • Began offering assignment design workshops in
  • For the past 2 years, weve offered these
    workshops with the focus on assignment templates
    that we created to address the IL GEO.

The Workshops Goals
  • Expose both full- and part-time faculty to
    Lakelands General Education Outcomes
  • Help the faculty locate, in existing assignments,
    where they are already teaching the IL GEO
  • Help them incorporate the IL GEO into assignments
    where one or more of the Performance Indicators
    would be relevant
  • Help them create IL assignments addressing the IL

The Workshops Publicity Incentives
  • Publicity included posting flyers, emailing to
    all faculty, encouraging department chairs to
    contact full- and part-time department members,
    and word of mouth.
  • Incentives were offered a continental breakfast,
    a stipend, and a Library Services for Faculty
    Booklet. Part-time faculty could have the
    workshop count as a Points-to-Certificate class.

Lakeland Librarys IL Gateway
  • http//
  • Library Services
  • For Faculty and Staff
  • Information Literacy (GEO 5)

IL Gateway Page
  • Left margin links to
  • ACRL IL Standards
  • Faculty Services
  • GEO 5 (IL) Rubric
  • Sample Faculty Assignments
  • OATYC Materials

Content Performance Indicators and their
OATYC Materials Online
  • Left margin links to
  • Tools of the Trade
  • Library IL Gateway Page
  • Sample Faculty Assignments
  • Lakelands Academic Honesty Policy
  • Lakelands GEOs
  • ACRL IL Websites
  • Content
  • Short History of GEO 5
  • Collaboration with Faculty
  • Implementation

Fact or Fiction? Assignment
  • Urban legend phenomena applies to all
    disciplines, is active learning and easy to
  • PI 2 - Evaluates and selects information
  • Objectives search strategy, selection of best
    information, critical thinking re persuasive
  • Preparation worksheet, scenarios, method for
    working in groups

Fact or Fiction? English 1120 Test Run
  • Used by English 1120 instructor for oral
  • Class researched their scenario in the library.
  • Class organized the information they had
  • Each group presented their findings to the class.
  • They told of their process in discovering
    whether the statement was true/false and why.
  • They admitted surprise that what was out there
    could be false and how hard sometimes it is to

Feedback to Librarians On instructors
recommendation, some scenarios were updated. (Go
to urban legends and hoax sites for ideas.)
Web Evaluation Assignment
  • The web has had an incredible impact on scholarly
  • research, every academic discipline affected.
  • resources than ever in many different formats can
  • found simply by entering a few words into a
    search box.
  • PI 2Evaluates and selects information
  • Objectives consider criteria for analyzing the
    quality of content, apply criteria during
    evaluation process, find authoritative research
  • Preparation Review web searching distribute,
    discuss and apply evaluation criteria.

Web Evaluation Assignment
  • In Practice
  • Used multiple times with different BIOL classes
  • To complete the assignment from demonstrating web
    search techniques and explaining criteria to
    evaluating websites took approximately 2 hours
  • Usually had the class in groups evaluate only 3
    websites instead of 5
  • Rank process allowed us to discuss how they
    applied the criteria and whether they would use
    the websites in a research project

Workshop Participants Respond
  • Evaluation Responses from 11 Workshop Attendees
  • Were you introduced to an assignment template
    that you would like to adapt to use with your
    class? Y 8 N 1 NA 2
  • Would you like a librarian to instruct your class
    in this assignment? Y 5 N 6
  • Did this workshop answer the questions you had
    about information literacy? Y 11
  • Should this workshop be repeated so more faculty
    can attend? Y 11