karen cowden, m.a. ed professor of reading valencia college
DESCRIPTION
Informational Literacy to Build Lifelong Learning A Model of Teaching and Learning in the Community College. “Just when the caterpillar thought life was over, it became the butterfly ”. Karen Cowden, M.A. Ed Professor of Reading Valencia College. Outcomes. You will be able to… - PowerPoint PPT PresentationTRANSCRIPT
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 - #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