designing effective writing assignments and the teaching of information literacy irmin allner, ph.d....

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)]


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;


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)


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)


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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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.


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-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)

ConclusionConclusion

Designing effective writing assignments is an integral part of teaching information literacy.

designing effective writing assignments and the teaching of information literacy irmin allner, ph.d....

Documents

information slide

needed information

teaching information

selected information

information literacy

smaller assignment slide

draft slide

assignment alternatives