designing effective writing assignments and the teaching of information literacy irmin allner, ph.d....
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Designing Effective Designing Effective Writing Assignments and Writing Assignments and
the Teaching of the Teaching of Information LiteracyInformation Literacy
Irmin Allner, Ph.D.Jernigan LibrarySeptember 2009
Overview Overview (First four topics based on “Designing Effective Writing Assignments.” In Barbara Gross Davis, (First four topics based on “Designing Effective Writing Assignments.” In Barbara Gross Davis,
Tools for Teaching Tools for Teaching (pp. 213-221). San Francisco: Jossey-Bass, 2001.(pp. 213-221). San Francisco: Jossey-Bass, 2001.
General StrategiesThe AssignmentAlternatives to Typical Research and Term
Paper AssignmentsResearch and Term PapersDifferent conceptions of what constitutes
information literacy, i.e. research skillsSome pedagogical approaches to the
teaching of research skills
General StrategiesGeneral Strategies
Assign several short papersOccasionally test out the assignment by
pretending to be a student and completing it yourself
Keep copies of good papers in a department or library file
Keep notes on the success and pitfalls of each assignment
The AssignmentThe Assignment
State the topic
Define the task
Create realistic writing situations
For first-year students, turn each step of a large assignment into a smaller assignment
The AssignmentThe Assignment
Distribute a handout for each written assignment
Discuss the assignment in class
Ask students to select someone to read their first draft
Alternatives to Typical Research Alternatives to Typical Research and Term Paper Assignmentsand Term Paper Assignments
Article for a professional journal
Abstract for a professional journal
Book review for a professional journal
Update of the readings
Alternatives to Typical Term Paper Alternatives to Typical Term Paper AssignmentsAssignments
Letter of critique to the author of the textbook
In-class poster session
Interview
Research and Term PapersResearch and Term Papers
Clarify what skills you expect students to develop as they complete the term paper assignment.
Check with your library to make sure it can support your research requirement.
Invite a librarian to make a presentation to your students
Research and Term PapersResearch and Term Papers
Do not send an entire class in search of the same information.
Break the term paper assignment into manageable chunks.
Specify a style manual.
Close interrelationship between Close interrelationship between writing assignments and teaching writing assignments and teaching
of information literacyof information literacy
Designing effective writing assignments is an integral part of teaching information literacy.
Why is information literacy Why is information literacy important?important?
Abundance and diversity of information resources
Question about authenticity, validity, and reliability
We need to be able to evaluate, understand and effectively use information
Definition and Learning OutcomesDefinition and Learning Outcomes
“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.”[Information Literacy Competency Standards for Higher Education, Assoc. of College & Research Libraries (ACRL)]
Definition and Learning OutcomesDefinition and Learning Outcomes
The information literate studentdetermines the nature and extent of the
information needed;accesses needed information effectively
and efficiently;evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system;
Definition and Learning OutcomesDefinition and Learning Outcomes
uses information effectively to accomplish a specific purpose;
understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
[Information Literacy Competency Standard for Higher Education, Assoc. of College & Research Libraries (ACRL)]
Development of information Development of information literacy competencies takes timesliteracy competencies takes times
Students need instruction in these competencies throughout their academic career.
They need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods.
Seven Faces of Information Seven Faces of Information Literacy (C. S. Bruce)Literacy (C. S. Bruce)
Definition of Information Literacy (Australia)
The information technology conception – information literacy is seen as using information technology for information retrieval and communication (Category one)
The information sources conception – information literacy is seen as finding information (Category two)
Seven Faces of Information Seven Faces of Information Literacy (C. S. Bruce)Literacy (C. S. Bruce)
The information process conception – information literacy is seen as executing a process (Category three)
The information control conception – information literacy is seen as controlling information (Category four)
The knowledge construction conception – information literacy is seen as building up personal knowledge base in a new area of interest (Category five)
Seven Faces of Information Seven Faces of Information Literacy (C. S. Bruce)Literacy (C. S. Bruce)
The knowledge extension base – information literacy is seen as working with knowledge and personal perspectives adopted in such a way that novel insights are gained (Category six)
The wisdom conception – information literacy is seen as using information wisely for the benefits of others (Category seven)
Australian Version of ACRL Australian Version of ACRL StandardsStandards
Australian version of ACRL Standards for information literacy has additional two standards:
Recognizes that lifelong learning and participative citizenship requires information literacy.
Expands, reframes or creates new knowledge by integrating prior knowledge and new understandings individually or as a member of a group.
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Dis
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Basic Library Skills IT Skills
Information literacy
SCONUL Seven Pillars of Information Literacy (England)
Behaviorism or Stimulus-Behaviorism or Stimulus-Response ApproachResponse Approach
Setting measurable observable objectives and developing standardized ways to measure learning are all based on the Behaviorist approach.
Behaviorism or Stimulus-Behaviorism or Stimulus-Response ApproachResponse Approach
Learning is based on reinforcement of desirable behavior.
Immediate reinforcement or feedback must follow desired behavior for the behavior to be learned.
Undesirable behavior should never be reinforced.
Behaviorism or Stimulus-Behaviorism or Stimulus-Response ApproachResponse Approach
Behaviorism or Stimulus-Response Approach
Active participation is crucial to learning.Learners should be allowed to move at their
own pace.Learners should be tested for mastery at
each stage of learning and should not be allowed to proceed to the next level unless they have mastered preceding ones.
Constructivist ApproachConstructivist Approach
Focuses on students engaging with information to solve a problem and thereby creating new understanding through active investigation and thought, instead of memorizing facts presented in class lectures.
Learning is viewed as a process in which learners construct understanding rather than merely take in ideas and memorize them.
Constructivist ApproachConstructivist Approach
Emphasis on DiscoveryInstructor designs learning experiences in
which learners discover for themselves solutions to problems and by extension the concepts, skills or strategies needed to formulate these solutions.
Teacher steps back from center-stage and allows the learners to find their own way to solutions.
Relational ApproachRelational Approach
The relational approach to information literacy refers to the experiences that people encounter in using information and the capacity to discern which forms of information literacy are applicable to different situations of need.
Current practice
Research /advocacy
Libraryskills
Informationskills
Information literacy
Carey’s (1998) information literacy continuum
Carey’s description of differences Carey’s description of differences in student learning outcomesin student learning outcomes
Library skills: Students find information from multiple sources and use it in preparing reports and presentations.
Information literacy: Students construct personal solution strategies for information problems, and generalize, test, and adopt those strategies in new problem situations.
Different levels of competenciesDifferent levels of competencies
Different level of information literacy competencies require different pedagogical approaches.
Library skills of locating and accessing information are not the same as the higher thinking competencies of knowing how to evaluate, interpret, and use information.
Necessary to use a number of appropriate approaches.
Problem-Based LearningProblem-Based Learning
Problems are deliberately ill-structured (or open-ended) and are typically based on real-life simulations; they are designed for thoughtful and careful analysis to help improve critical thinking skills by applying the learner’s own expertise and experience to data collection, analysis, and formulation of a solution.
Problem-Based LearningProblem-Based Learning
First step in developing a PBL activity is to find or create a problem or situation that needs a solution.
Best resources of good problems are newspapers or popular magazines.
Contemporary situations work best for writing problems that get and keep a learner’s attention.
Problems are deliberately ill-structured (or open-ended) and based on real-life simulation.
Some topics that work well for Some topics that work well for PBL activitiesPBL activities
Binge drinkingAcademic integrity (cheating, plagiarism)HazingTechnology issues (i.e. piracy)Stem-cell researchEnvironmental issues (nuclear energy)
Criteria for Good ProblemsCriteria for Good Problems
They are engaging
They have structure
They are adaptable
They are collaborative
Problem-Based Learning ActivitiesProblem-Based Learning Activities
In Problem Based Learning activities, learners should
gather facts based on what is known,identify and ask questions about what is
not known,formulate a problem statement and
hypothesize about the solution,locate information to support those ideas,evaluate the materials they find.
Instructor’s RoleInstructor’s Role
Sets up the problem situationBalances student-direction with assistanceContributes knowledge and experiencesCreates a pleasant learning environmentStimulates critical evaluation of ideas
Development of higher level Development of higher level information literacy skillsinformation literacy skills
Interdisciplinary courses, in which students learn to think reflectively and address complex, real-world problems, enable the development of complex critical thinking skills.
Environmental Studies as an Environmental Studies as an Interdisciplinary Area of StudyInterdisciplinary Area of Study
Capstone project requirement (University of Vermont), which involves students synthesizing materials across disciplines to support research on complex environmental problems
Challenges of Interdisciplinary Challenges of Interdisciplinary Environmental ResearchEnvironmental Research
Working with multiple methodsWithin multiple theoretical frameworksWith different attitudes between natural
and social science approaches to problems
““The Misapplication of Science: Personal The Misapplication of Science: Personal Perils and Social Cost” (Moravian College)Perils and Social Cost” (Moravian College)
Objectives of Course:Help students to understand the proper
use of scientific method in both personal decision-making and in service to others
Build competencies in both literature-seeking skills and critical analysis of results
Work effectively as team members in making interesting, accurate, & informative presentations to peers
Pedagogical ApproachPedagogical Approach (Moravian College) (Moravian College)
Pedagogical approach based on following evidence-based decision making:
Form a focused questionConduct a comprehensive search of the
literatureCritically evaluate the literature obtainedDetermine whether there is enough
evidence to answer question
ConclusionConclusion
Pedagogy for an information literacy program “links information literacy to ongoing course work and real-life experience appropriate to program and course level.”(“Characteristics of Programs of Information Literacy that Illustrate Best Practice: A Guideline,” Association of College & Research Libraries)
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