14
Information Literacy and Your Discipline: Dueling for a Place in Your Curriculum or Co-existing Peaceably?
Information Literacy and Your Discipline:
Dueling for a Place in Your Curriculum or Co-existing Peaceably?
Today We Will:• Recognize the importance of students’ attaining information
literacy skills in order to assume responsibility for using research assignments to reinforce these skills.
• Compare and contrast research assignments in order to appraise whether those incorporating the Big6 research model are effective, both on a course-level and a curriculum-level.
• Develop a discipline-specific research assignment that requires successful completion of the Big6 research model in order to balance the enforcing of information literacy skills and acquiring of course-specific knowledge.
Information Literacy
Read, hear, View, touch.
Extract relevantInformation.
Information Literacy
• Determine the extent of information needed• Access the needed information effectively and
efficiently• Evaluate information and its sources critically• Incorporate selected information into one’s
knowledge base• Use information effectively to accomplish a
specific purpose• Understand the economic, legal, and social
issues surrounding the use of information, and access and use information ethically and legally
According to their credential, HCT graduates demonstrate an appropriate level of competence in:• Communicating information, options, concepts
and ideas effectively in English through the spoken and written mediums to a variety of audiences;
• Selecting, understanding, evaluating and making effective use of information from a variety of sources presented in both spoken and written form in English; and
• Acting ethically in the use and presentation of information from a variety of sources
http://www.hct.ac.ae/about/learning-model/
…recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#f1
The Big6 Research Model
Read, hear, View, touch.
Extract relevantInformation.
• Define the information problem.• Define the information needed.
Step 1: Task Definition
• Determine all possible sources.• Select the best sources.
Step 2: Information Seeking Strategies
• Locate sources.• Find information within sources.
Step 3: Location and Access
• Read, hear, view, touch.• Collect the information you need.
Step 4:Use of Information
• Organize your information.• Present the information.
Step 5: Synthesis
• Judge the product.• Judge the process.
Step 6:Evaluation
In My Curriculum,
dueling for a place? co-existing peaceably?
Information literacy and my discipline are…
Your Discipline
Read, hear, View, touch.
Extract relevantInformation.
Your Curriculum
Read, hear, View, touch.
Extract relevantInformation.
and
Information Literacy and my Discipline:How?
Read, hear, View, touch.
Extract relevantInformation.
Give It A Try!Assignments that incorporate information
literacy skill reinforcement…
Read, hear, View, touch.
Extract relevantInformation.
Need Assistance?
Read, hear, View, touch.
Extract relevantInformation.
Ilngulf.org
dwcbig6.wordpress.com http://dwclibrary.wordpress.com/faculty-resources/liaison-services/
http://www.ala.org/ala/mgrps/divs/acrl/standards/index.cfm
The New, Improved Research Assignment
Read, hear, View, touch.
Extract relevantInformation.
But…
Read, hear, View, touch.
Extract relevantInformation.
In My Curriculum,
fighting for a place? co-existing peaceably?
Information literacy and my discipline will be…
