Date post: | 15-Apr-2017 |
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Engineering |
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FRAMEWORK FOR INFORMATION LITERACY:
COMMUNITY COLLEGE SHOWCASE
Carleen Huxley
Coordinator of
Librarian Instruction
SUNY Jefferson
Community College
Conversation has mostly
been about assessment.
“Thou shalt do this in your class
because it’s mandated.”
College Climate - Challenges
• Integrating IL into other disciplines –
“My course doesn’t include a research project, so
we don’t need library instruction.”
“Don’t they get all that in English 101?
• On one hand students could end up going through
entire degree without getting any instruction.
Whereas other students could end up in multiple
instructions and it all become repetitive for them.
OUR FIRST IMPRESSION OF THE FRAMEWORK…
Ya, this is kinda weird….but look at this?
Do your students know how
to find a research topic?
Do your students know how
to find a peer-reviewed
article?
Do your students know how to
harness their natural curiosity to
come up with questions of interest.
Do your students understand how
knowledge is shared, debated
and negotiated in your
discipline?
Old Conversation New Conversation
Student
Learning
Curriculum
Integration
Assessment
Outreach
Strategic
PrioritiesAction Items
• Create interactive infolit tutorial
• Create worksheets and lesson plans
• Building up research guides
• Curriculum mapping
• Working with developmental courses
• Create IL competencies and outcomes
• Create rubric
• Explore credential option.
• Develop separate infolit/instruction
guide for faculty.
• Explore PD for faculty with campus
CPE
• Explore
opportunitie
s for K12
Outreach
(K12/Colleg
e transition
DEVELOPING NEW LOCAL STANDARDS
We worked backwards:
• Who are our students?
• What do they seem to know/not know when they come in?
• What do we want our students to know before they graduate.
• Framework inspired…but did not dictate.
OLD LOCAL STANDARDS NEW (1ST ROUND)
SLO #1: Students will understand the role of
the library in college learning and have the
ability to access library services and resources.
SLO #2: Students will apply appropriate
research strategies to effectively and
efficiently locate reliable information related
to a topic.
SLO #3: Students will evaluate information
using a variety of criteria to determine it’s
value, relevance and accuracy.
SLO #4: Students will learn the importance of
reflecting on the research process as a way of
identifying any information gaps or additional
lines of inquiry
SLO #5: Students will have the ability to give
credit to the original ideas of others through
proper attribution and citation.
JCC IL Outcome 1: Investigates the scope,
content, and organization of information
retrieval systems.
JCC IL Outcome 2: Identifies keywords,
synonyms and related terms for the
information needed.
JCC IL Outcome 3: Demonstrates an
understanding of intellectual property,
copyright and fair use of copyright material
JCC IL Outcome 4: Examines and compares
information from various sources in order to
evaluate reliability, validity, accuracy,
authority, timeliness, and point of view or
bias.
JCC IL Outcome 5: Reviews information
retrieval sources used and expands to
include others as needed.
SO THEN….
• Started with the English department
• Didn’t really explain the Framework so much
• Formed a combined task force
• Piloted rubric with one ENG 101 over the
summer
• Feedback they provided was crucial and
resulted in some tweaking of the outcomes and
the rubrics.
New Draft – Student Learning Competencies
IL SLC 1: ACCESS Students will understand the role of the library in
college learning and have the ability to access library services and
resources.
IL SLC 2: INQUIRY Students will be able to use appropriate discovery
methods to define an initial topic and formulate a focused research
question.
IL SLC 3: SEARCH Students will apply appropriate search strategies to
effectively and efficiently locate reliable information related to a topic.
IL SLC 4: EVALUATION Students will evaluate information using a
variety of criteria to determine it’s value, relevance and accuracy.
IL SLC 5: ATTRIBUTION Students will demonstrate an understanding of
why, when, and how to give proper attribution to original ideas.
2:1 Interpret an assignment so as to determine required research
parameters
2:2 Use brainstorming, concept mapping or other presearch methods to
identify a topic of interest.
2:3 Explore problems and questions related to their topic as a basis for
developing a legitimate research question.
2:4 Seek multiple perspectives during information gathering process.
2:5 Synthesize ideas gathered from multiple resources and develops own
point of view based on supportive evidence.
2:6 Analyzes gathered information for conflicting information or gaps in
knowledge and formulates additional questions for research to address
those weaknesses.
IL SLC 2: INQUIRY Students will be able to use appropriate
discovery methods to define an initial topic and formulate a
focused research question.
COURSE SPECIFIC – (EXAMPLES OF HOW COMPETENCIES COULD BE INTEGRATED)
INT 101-104 (Student
Experience/Reading/FYI)
ENG 101 Research and
composition
Criminal Justice 101
IL SCL 1:1 thru 1:4 and 1:6 IL SCL ALL IL SCL ALL
IL SCL 2:1-2:4 IL SCL 2:1 – 2:6
IL SCL 3:1 – 3:5 IL SCL 3:3 – 3:5
IL SCL 4:1 – 4:3 IL SCL 4:1 – 4:3 IL SCL 4:1– 4:7
IL SCL 5:1- 5:2 IL SCL 5:1- 5:2
How’s it going so far?
• Framework has made us think differently,
we’re excited about our instruction, trying
new things.
• The new rubric will be used with a few classes this
spring (ENG and HIS 150). In both cases we will be
using annotated bibs/work cited pages. It’s gonna be
messy but we’re prepared for that.
• Already collaborating with developmental courses to
co-teach/integrate IL.
Next steps:
• Using our liaison relationships – going
to departments saying “Here’s ours,
now let’s help each other design
something specific to your discipline.
(We want to push for the idea
scaffolding.)
Next steps:
Our angle to the faculty• Just because your course doesn’t have
a research paper (or any writing
assignment), doesn’t mean you can’t
teach IL. (Help them with simple “one-
shot” assignment design).
• We’re here to help and we want to
know your thoughts. What does IL look
like to you?