karen cowden, m.a. ed professor of reading valencia college

INFORMATIONAL LITERACY TO BUILD

LIFELONG LEARNINGA MODEL OF TEACHING AND

LEARNING IN THE COMMUNITY COLLEGE

Karen Cowden, M.A. EdProfessor of Reading

Valencia College

“Just when the

caterpillar thought life was over, it became the butterfly”

OUTCOMES You will be able to…

Learn how to integrate “Information Literacy” in your current course design – with minimal stress.

Evaluate your “Informational Literacy” Describe the “ABC3” method of evaluating websites Evaluate websites for validity and reliability using a

rubric Differentiate informal and formal research

Identify tools and support services for integration

Contribute to the campus database for students and citizens

INTEGRATING INFORMATION LITERACY The first thing:

Combine skills formerly taught through traditional delivery models into an information literacy model. It really can be easy!

Traditional Delivery

ModelInformation

Literacy Delivery

INTEGRATING INFORMATION LITERACY The second thing:

Consider what makes a student “information literate” in your discipline(s).

Traditional Literacy in Discipline

Information Literacy In Discipline

POP QUIZ – WARM-UP www.polleverywhere.com

POP QUIZ - #1

POP QUIZ - #3

DO WE REALLY HAVE A PROBLEM? http://www.youtube.com/watch?v=7

7UPUxB2b7o&feature=related

WHAT DO STUDENTS SAY? Students

Instructors need to teach me the skills that matter.

Instructors need to make the material relevant and relatable.

Instructors need to be current. Instructors need to be….

WHAT DO INSTRUCTORS SAY? College Instructors

Students need to be well-informed citizens.

Students need to be focused.Students need to be ready-to-learn.

Students need to be….

FREE SOURCES #1 - PINTEREST

FUN FACTS OF PINTEREST

Began in 2010 Fourth largest social media mogul Google+, LinkedIn, and YouTube

combined have less traffic! Retains users 2-3 times more effectively Easy to share and focused on limited

feedback allowing individual research/review.

HOW INSTRUCTORS ARE USING PINTEREST

Quotes and inspiration sharing Links to reading

material/recommendations Natural student participation “Bulletin Board” of student work Quick lead to valuable resources

FREE SOURCES #2 – LIB GUIDES

FREE SOURCES – YOUR LIB GUIDE

FUN FACTS OF LIBGUIDES

The LibGuides Community Site aggregates all public content from institutions using LibGuides.

It is a useful resource for anybody interested in learning new things or doing library research.

The system harvests the knowledge from librarians at thousands of institutions worldwide.Retaining users 2-3 times more effectively

Easy to research/review.

FREE SOURCES #3 - POLLEVERYWHERE

INTEGRATING INFORMATION LITERACY WITH LIBRARY/COURSES

MODELS: ANY COURSE CAN WORK WITH A “LIBGUIDE”

CHALLENGES, SOLUTIONS AND EFFECTS

Challenge Solution EffectNot enough computers for all students to complete the lesson/activity!

Integrate cellular data activities –• Poll everywhere• Pinterest• Google Hangouts• Google Docs

Smoother alignment with students’ desire for collaboration, real-world applications, and dynamic instruction

Training of instructor on program takes too much time and trouble!

Clearly assign parts of the project to student groups to create the best platform and program

Supports students and instructors in mastering specific skills and learning together

Need for more reinforcement and practice without technical difficulties

Supplement each assignment with a similar paper/pencil program along with computer application

Students and instructors learn transference skills alongside the ability to show compassion and real-world standards

WORKSHOP OUTCOMES You will be able to…

Learn how to integrate “Information Literacy” in your current course design – with minimal stress.

Evaluate your needs for “Informational Literacy” Evaluate your students’ needs for “Informational Literacy” You will learn tips and tricks on how to search information

on the web for curriculum and research. Identify tools and support services for integration Contribute to the campus database for students and

citizens You will measure your course against ACLR Standards

Describe the “ABC3” method of evaluating websites Evaluate websites for validity and reliability using a rubric Differentiate informal and formal research

BEST PRACTICES: CREATING BASE OF INFORMATION LITERACY Choose an appropriate number of

modules for each course.Valencia College uses 1 module with four

objectives. Create Power Points and choose videos

which clearly teach the information for each topic.

Include a writing assignment as part of the Module work.

MODELS: INFORMATION LITERACY WITH LIBRARY/COURSES

MODELS: INFORMATION LITERACY WITH LIBRARY/COURSES

MODELS: INFORMATION LITERACY - ACRL STANDARDS

MODELS: INFORMATION LITERACY - BASELINE INFORMATION

INFORMATIONAL LITERACY PRE-COURSE SURVEY

Directions: 1. Log-in to our

Blackboard course and locate “Share” tab.

2. Complete the “Informational Literacy Pre-Course Survey”.

INFORMATIONAL LITERACY VS. TRADITIONAL LITERACY Traditional

Literacy: http://

www.literacy.org/node/235

http://www.literacy.org/links

Informational Literacy:

http://www.ala.org/acrl/standards/informationliteracycompetency

http://setda.org/web/guest/projects

http://www.digitalpromise.org/?utm_source=Digital+Promise+General&utm_campaign=8e4ca98eae-Website_Relaunch6_4_2012&utm_medium=email

INFORMATIONAL LITERACY DEFINITION: TEAM ACTIVITY

Directions: 1. Use the

“Informational Literacy Defined” handout for your reference.

2. Decide as a team the key concepts of the term.

3. Complete the graphic organizer.

4. Prepare to share.

In Teams of three: Decide the definition of Informational Literacy and Informational Literacy for Higher Education.

INFORMATIONAL LITERACY DEFINITION: TEAM SHARING TIME

Directions: Each team has 2 minutes to present their findings.

LITERATE VS. ILLITERATE DEFINITIONS – DISCUSSION = WHAT MAKES A STUDENT “LITERATE” IN YOUR DISCIPLINE?

il·lit·er·atenoun \(ˌ)i(l)-ˈli-t(ə-)rə-sē\1: the quality or state of being illiterate; especially : inability to read or write 2: a mistake or crudity (as in speaking) typical of one who is illiterate

lit·er·ateadjective \ˈli-tə-rət also ˈli-trət\1. a : educated, cultured b : able to read and write2. a : versed in literature or creative writing : literary b : lucid, polished <a literate essay> c : having knowledge or competence <computer-literate> <politically literate>Source: http://www.merriam-webster.com/dictionary/literate