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Information Literacy Strategies

Page history last edited by Maura Smale 11 years, 2 months ago

mix of librarians here -- mostly academic, some public + other

many are experienced w/information literacy, some are just starting out


partnering with faculty -- can have such a variety of experiences -- instruction session is so much richer w/faculty interest/assistance (vs. sleeping students)


also teachers/faculty assignments can vary so much -- hard to combat use of inappropriate sources if teachers don't draw that line


books are the only source you can use vs. just find the information -- struggle that public librarians find w/teachers often


public libraries push databases, other sources from universities, museums, etc.


do we isolate ourselves from users when we talk about resources that they feel are impt. like google + wikipedia in negative ways?

at hospital library they found that requests for classes went up with pointing out the realities of internet resources (millions of hits)

they also point out useful features of wikipedia like references, etc.

but also impt. to point out the differences between open internet resources and authoritative sources


even google often isn't used effectively by students/patrons (e.g. phrase searching)


faculty don't know the difference sometimes, too! databases are accessed on the internet.


goes to information -- what is information today? how is it created and available?


what about copyright? how to educate about fair use and copyright?


http://www.creativecommons.org has good info about copyright alternatives/resources

center for social media at american university has a best practices for fair use in media literacy education that is great: http://www.centerforsocialmedia.org/resources/publications/code_for_media_literacy_education/

ALA has good copyright resources too: http://www.ala.org/ala/issuesadvocacy/copyright/


provides teachable moment for students (of all ages), too, to teach proper citation


back to faculty involvement in library instruction sessions


wide agreement that faculty MUST be present, also a good idea that students have a topic


start with a google search, to show them the difference and also to show that librarians have knowledge of the internet too!


also offer instruction to faculty! workshops, one-on-one, etc. faculty orientation, esp. adjunct faculty


can be good to partner with learning center too, help bring their research skills up to 21st century


credibility with students -- librarians are not their professors

in academic setting, important to remind that library is academic center, that we are information *professionals*


some strategies to help promote information literacy to faculty, remind them of difficulty (even for librarians!) of going back to that novice researcher mindset, remind them (and us!) how little students know about academic research when they've just come to college


time is often an issue -- in our sessions there is a specific amount of time, also students are often pressed for time, possibly less receptive to incorporating new knowledge (rather than just finding a source)


teaching library sessions in a computer lab can be helpful -- are finding results that they can actually use


online tutorials? some use them, some with quizzes.

some software: camtasia (http://www.techsmith.com/camtasia.asp), captivate (http://www.adobe.com/products/captivate/), jing (http://www.jingproject.com/)

jing is free -- search "screencast" on google to find other free alternatives, also some have free trial period

flip video can integrate into camtasia too


linked from library website -- but how many people use it? need to check web stats (sometimes need to ask IT staff)


can be helpful for distant learners, too, used as reinforcement for learning later


spirited discussion of learning face to face via online -- people have multiple learning styles so maybe need to plan for both


resources for beginning with IL -- suggestions please?

ACRL IL website can be a good starting point (though dense): http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/


website evaluation: the good, the bad + the ugly (http://lib.nmsu.edu/instruction/eval.html)

(possibly a bit dated though)

fake websites too, can be useful (though maybe with a caveat that not all information on the internet is fake)


need to teach them when to use the internet and when to use library resources

(e.g. if you are searching for specific facts, studies, etc.)

for general searches internet is really inefficient!


suggestion to use an information mapping form to show them how to find different types of information (and what is where), also a research process outline

(will post on the wiki soon)


penn state information cycle: http://www.libraries.psu.edu/instruction/infocycle/infocycle.html

really nice explanation of how/why information is published in different formats

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