"We are drowning in information while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely.“- E. O. Wilson, a world-renowned American biologist in

Zakaria, F. (2015). In defense of a liberal education. New York : W.W. Norton & Company.

Information Literacy Today

Information Literacy TodayWashington, DC—February 17, 2016—The Association of American Colleges and Universities (AAC&U) released today the report from a national survey of Chief Academic Officers (CAOs), Trends in Learning Outcomes Assessment.

Key Findings: Consensus on Learning Outcomes

“One area where institutions are placing more emphasis is in learning outcomes related to research skills and integrative projects.  Institutions today prioritize not only broad knowledge and cross-cutting skills like writing or quantitative reasoning, but 75 percent of institutions report requiring all students to attain research skills as part of earning their undergraduate degrees.”

1998: Forward-thinking SU adopted Information Literacy Gen Ed Goal

(2000 Association of College & Research Libraries National Standards• 5 Standards, 21 performance indicators of college student learning)

SU faculty are supplied four, one-sentence outcome statements• Arranged in no particular order• Hidden in the course catalog, Appendix C• “We are doing information literacy” but without organization or cohesion.

Information Literacy at SU

2013 SU assessment of IL: dismal scores

Information Literacy at SUInformation Literacy Matrix (handout)• Clearly articulated outcomes by academic level creates a skills-building progression• Outcomes are tools for faculty; can be adapted for discipline specificity.

So:“We do information literacy”

Becomes: “Students develop basic, intermediate, and advanced research skills as they progress through the curriculum.”

New buildings bring anywhere from 50-300% increased usage:

This momentum assists us in renewed• Focus on sequenced IL program; IL agreements with departments• Focus on course-level assignment design collaboration

Closer co-planning interventions with faculty• Tailored to IL Matrix-aligned research assignments (source requirements)• Tools training of course• Active learning strategies for information concepts.

Opportunities to supplement all of this with the Framework.

Cooome. Come to the shiny building. Work with uuuus.

Active learning in Blackwell =

Students work on a “think, pair, share” exercise.

Ohmer Milton, Lilly Conference, 2015:Active learning works. Faculty aren’t doing it.

Evaluating Websites Exercise (30 minutes)1. Students get in groups of 3-4 and are given a worksheet.2. Librarian provides a “bad” website (identifies it as such to create a safe

environment).3. “With your teammates, list at least four reasons why your professor would not want

you to use this website for your paper.”4. Provide evidence that drinking 5 Hour Energy is not healthy. What would a “Gold

Standard” website be? Answer who, what, when, where, why in a website you would be willing to use to advise someone close to you about whether it’s safe to drink or not.

5. Using the criteria your class has developed, find a website that best approaches the Gold standard.

6. Librarian asks each group to share the website they found and why they selected it.

A recent info lit exercise*

*The fruit of librarian/professor collaboration; two professors liked this exercise so much it is now part of the course grade . What IL Matrix Standard does this address? Which level?

Info Lit classrooms to the rescue!

I’d select Room 117

Furnishings/equipment:• Seats up to 30• All chairs have casters• Lectern fixed in place• 1 projection screen• Document camera• Blu-ray player & Digital CATV

tuner

• 6 collaboration tables with 42” or 55” displays,

seating 4 each

• Air Media, within each IL room, allows a librarian with a tablet to move around the room freely, displaying what students have found on the classroom projector.

Assignment adapted from:Benjes-Small, C., Archer, A., Tucker, K., Vassady, L., & Resor, J. (2013). Teaching Web Content Evaluation: A cognitive development approach. Communications in Information Literacy, 7(1). Retrieved February 3, 2016