Ru Story Huffman Dean of Library Services Georgia Southwestern State University ru.story-huffman@gsw.

edu

Too much information running through my brain Too much information driving me insane

The Police., 1981.

Information Literacy Classes Surge at Community Colleges The Chronicle of Higher Education Position Statement on Information Literacy The National Council on Learning Resources

Information Literacy Competency Standards for Higher Education ACRL Information Literacy Standards for Student Learning AASL

Standards for the 21st Century Learner AASL

 Research Competency Guidelines for Literatures in English ACRL Information Literacy Instructional Objectives for Undergraduate Music Students MLA Information Literacy Standards for Science and Technology ALA/ACRL/STS Task Force Information Literacy in the Disciplines
ACRL

Newspapers The Internet (Web sties, Blogs, Social Networking Sites, Podcasts, RSS, Email, etc., etc., etc.) Magazines/Journals Television Radio Your Neighbor, Parents,

Friends,
Professors Random People We Dont Even Know

Rapid delivery of information Gap between what we understand And what we think we should understand Infobesity Infoxication Too. Much. Information Too. Little. Synthesis.
Ridley, 2012

Making Information Click Darton College QEP

 Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
ALA, 2003

 At its broadest, information literacy refers to a person's ability to access and understand a variety of information resources.
Lenox & Walker, 1993.

Information Literacy across the Disciplines

My Definition

Neighbors Definition

Similarities

 recognizes that accurate and complete information is the basis for intelligent decision making; recognizes the need for information; formulates questions based on information needs; identifies potential sources of information; develops successful search strategies;

 access sources of information including computer-based and other technologies; evaluates information; organizes information for practical application; integrates new information into an existing body of knowledge; uses information in critical thinking and problem solving.
Doyle, 1992

 Learner-centered Integrated and articulated with learning outcomes Reaches across the curriculum Develops assessment methods Emphasizes the process, methods and strategies for satisfying an information need

 How to formulate a research question How to develop a research strategy How to find relevant information and evaluate it How to effectively expand ones knowledge base How to use information ethically

Valuable

Desirable

Accessible

Information
Useful Findable

Credible

Usable

 Standard One The information literate student determines the nature and extent of the information needed. Standard Two The information literate student accesses needed information effectively and efficiently. Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Standard Five The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
ACRL, 2003

Information Problem-Solving Process

Completing an assignment for class

Task: 2-part paper on rain recycling and its use to save water, with use of documented supporting evidence Consider all potential information sources. Which current journals, books, Internet resources and/or newspapers would be best? Online database/card catalog to search. Find articles online and in print. Locate appropriate books. Read articles and books, etc. Highlight important information. Type notes into word processing program, citing sources. Use of a computer to create an outline and draft paper. Realizing details are weak on one of two parts, and need for additional information.

Task Definition Information Seeking Strategies Location & Access Use of Information Synthesis Evaluation

Topic

Content

Outcomes

Assessment

ACRL Information Literacy Standard(s)

Standard One: The information literate student determines the nature and extent of the information needed. Performance Indicator One: The information literate student defines and articulates the need for information.

Career Choice Composition

Students are to choose a career and write a 5 page paper on the necessary education, occupational outlook, and challenges of the career. Students will also provide the professor with a concept map and reference list.

Students will develop a thesis statement and information needs.

Did student identify all necessary requirements of the assignment.

 The only certainty is change. We want students that

Need information Find information Evaluate & use information

A Faculty Toolkit for Teaching Information Literacy http://libguides.scc.spokane.edu/facultytoolkit ACRL Information Literacy Resources http://www.ala.org/acrl/issues/infolit

McClure, R. (2011). Googlepedia: Turning information behaviors into research skills. Retrieved from
http://wac.colostate.edu/books/writingspaces2/mcclure-- googlepedia.pdf

WAC Clearinghouse
http://wac.colostate.edu/

Mini Lessons in Information Fluency http://21cif.com/rkitp/course/five-mini-lessons/outline.html TRAILS Information Literacy Lesson Plans http://trails-informationliteracy.wikispaces.com/Lesson+Plans

National Forum on Information Literacy http://infolit.org/

Partnership for 21st Century Skills http://www.p21.org/index.php

Information Literacy Subject Guide http://libguides.gsw.edu/informationlit Scoop It: Information Literacy/Web2.0 http://www.scoop.it/t/glma-summer-institute-2012 I Wanna Be Information Literate http://www.pinterest.com/rustoryhuf/i-wanna-be-information-literate/ Making It Click http://www.scribd.com/doc/175068545/Making-It-Click

ALA. (2003). Information Literacy Competency Standards for Higher Education. Retrieved from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm#ildef Adams, S. (1996). Dilbert. Retrieved from http://dilbert.com/strips/comic/1996-08-18 Doyle, C.S. (1992) Final Report to National Forum on Information Literacy. (ED 351 033). Lenox, M. F.,& Walker, M. L. (1993). Information literacy in the educational process. The Educational Forum. 57(2),312-324. The Police. (1981). Too Much Information. On Ghost in the Machine [CD]. Los Angeles. A&M Records. Ridley, M. (2012) Information Overload. Retrieved from http://www.beyondliteracy.com/information-overload/