1	Stopping students from just surfing the Internet: Library Resources at CSULB Tiffini Travis New Faculty Orientation August 2006
2	Agenda Overview of the relationship between critical thinking and information literacy (research skills) Designing effective assignments in order to create lifelong learners Library resources for your students and YOU!
3	Accreditation Language “Baccalaureate programs engage students in an integrated course of study…these programs also ensure the development of core learning abilities and competencies including college-level written and oral communication,…quantitative skills, information literacy and…critical analysis of data.” (WASC Handbook of Accreditation, Standard 2, January 2001 p.30 http://www.wascweb.org/senior/handbook.pdf Available 8/13/03
4	California State University “…information competence is the fusing or the integration of library literacy, computer literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills.” Work Group on Information Competence. Commission on Learning Resources and Instructional Technology Task 6.1, December 1995 “Information competence in the CSU: A report” http://www.calstate.edu/LS/Archive/info_comp_report.shtml Available 1/13/04
5	CSULB General Education Learning Objectives Identified as a foundation skill along with critical thinking, quantitative reasoning, oral/written communication, self understanding, cultural awareness, etc. Information Literacy definition in the learning objectives: “Students will be critical users of the Internet and print information resources and will demonstrate the abilities to use and to apply what they learn”
6	CSULB Library Definition Find Information information literate students can access information effectively & efficiently Evaluate Information information literate students can evaluate information critically & competently Apply Information information literate students can use information accurately & creatively
7	Why information literacy is Important Employers want to hire graduates who are competent, take responsibility, can solve problems, & produce new ideas Accreditation bodies (regional, state, professional) want to see a change in past practices Society wants an educated, informed and productive citizenry
8	What is Information Literacy anyways? These skills: Information Fluency Information Competence Information & Communication Technology (ICT) Enable… Critical Thinking Lifelong learning Self-directed learning Decision-making Educational engagement Student Success
9	What they do know… A search on Google will give them information on almost any topic If they cant find the answer they can always ask someone on MySpace If they don’t want to write a paper they can download one off the internet If they want to know how much work a class is they can check out the instructor on ratemyprofessors.com
10	What they think they know… “Where you get your information” “Name of book and other resources” “a ticket” “Something the police gives you” “#” “the number of the book”
11	What they think they know… “parts by parts” “something out of the ordinary” “something that isn’t very specific or very simply understood” “short”
12	What they don’t know.. Defining a problem. Defining where to go for information. Developing search strategies. Finding material in the library Developing insights and extrapolating Mark Hepworth Department of Information Science Loughborough University A study of undergraduate information literacy and skills: the inclusion of information literacy and skills in the undergraduate curriculum http://www.ifla.org/IV/ifla65/papers/107-124e.htm IFLA National Conference 1999
13	Designing Effective Research Assignments
14	Designing assignments Integrate outside resources into course curriculum Collaborate with your subject librarian to develop assignments Develop measurable learning outcomes for research assignment CSULB Library information literacy standards http://www.csulb.edu/library/guide/infocomp.html ACRL information literacy standards http://www.ala.org/acrl/ilcomstan.html
15	Designing assignments Incorporate a variety of information types & formats show students strengths & weaknesses of different formats e.g. Internet, books, journals, magazines, etc. Be clear about level of research you expect scholarly vs. popular? are data and statistics required?
16	Orient your students to library services and technology by: Scheduling an instruction session with library faculty Bringing your students into library or exploring the Library Home Page http://www.csulb.edu/library/ Assign the SURF tutorial Give extra credit for attending a library research and writing workshop
17	Possible outcomes for IL assignments: Students compare resources in order to learn to detect bias Students learn to evaluate web site content in order to select the most appropriate source Students become familiar with finding statistics on a topic to support their thesis statement Students present research findings in order to apply information to formulate new knowledge
18	Redesigning a research assignment Before assignment: Find an article in a scholarly journal written prior to 1987 about the Atlantic Slave Trade in Colonial America After assignment Using the research databases America History and Life or JSTOR, find two scholarly articles about the Atlantic Slave Trade in Colonial America. One written prior to 1987 and one written after 1987. Compare and contrast the similarities and differences between the articles.
19	Why is it a better assignment? Using the research databases America History and Life or JSTOR, Find two scholarly articles about the Atlantic Slave Trade in Colonial America. One written prior to 1987 and one written after 1987. Compare and contrast the similarities and differences between the articles.
20	Stages of the IL assignment Assignment: go to library & look up topic Activity students find articles using online databases Assessment students provides analysis of how scholarly studies regarding the Atlantic Slave Trade changed in 1987
21	Not all information literacy involves library research Interviews Analysis of data Collecting and presenting data Observation Analysis of media Community service Problem based learning Evidence based learning
22	Faculty Perspective: Sample Assignments Finding Information Example for a 100 level course Assignment: Research an African American female literary figure whose work you wish to study in an introduction to literature class Desired outcome: To introduce the learner to the literary world of black feminist thought
23	Faculty Perspective: Sample Assignments (continued) Evaluating Information Assignment: Example for a 300 level course Write a seven-page research paper, using 5 online and offline sources on the socio-ethical philosophy of Malcolm X discussing his evolution, the theological basis of his ethics and his ethical approach to struggle. Critique at least one scholarly and popular source for its accuracy and interpretation given the diverse and often deficient data and interpretations available.
24	Faculty Perspective: Sample Assignments (continued) Evaluating Information Desired outcome: Example for a 300 level course At the 200 level, students are expected to evaluate sources for reliability, usefulness and make a critical distinction between the usefulness and intellectual value of scholarly material and popular material, especially in terms of the standards of evidence and objectivity which govern scholarly work
25	Faculty Perspective: Sample Assignments (continued) Applying Information Assignment: Example for a 400 level course Develop a research question dealing with an aspect of one of the major genres of African American music (spirituals, blues, jazz, rhythm & blues, and rap), locate 10 sources (half off-line, half on-line: e/books, e/articles, e/magazines, web-sites, etc.), determine (using Afrocentric methodology) which sources are scholarly and which are pop pieces and which sources best help you answer your specific research question. Turn in a short critical review and annotated bibliography (5pg min) for your MID-TERM using the APA or MLA documentation styles. Then write an essay (10 pg min) using the APA or MLA documentation styles and create a PowerPoint presentation/outline (5 minute min) based on your research employing both the audio and visual capabilities of PowerPoint software.
26	Faculty Perspective: Sample Assignments (continued) Applying Information Desired outcome: Example for a 400 level course The seniors have to turn in a review of literature (using APA or MLA) prior to writing a longer, more critical research paper (using APA or MLA). They are also expected to demonstrate (1) their proficiency in the latest research methods; (2) their familiarity with the literature/material on their research topic; and (3) their mastery of the proper documentation styles. Unlike the juniors the seniors have to present their ideas/interpretations on one of the major genres of African American music using PowerPoint.
27	Other Assignments Burkhardt, Joanna M. Teaching Information Literacy: 35 Practical Standards-based Exercises for College Students.. Chicago: ALA, 2003. Incorporation into your class links on the Black Studies Tutorial (useful for any discipline) http://www.csulb.edu/~ttravis/BlackStudies/intro.html
28	Library Resources for your students and you Electronic Resources Page Research Databases SFX linking SURF Tutorial Specialized research guides E-Reserves RTP Support Instructional support
29	Electronic Resources for your students Electronic Resources Page http://www.csulb.edu/library/eref/eref-index.html Databases by topic by disciplines and topics Both print and electronic resources placed together Become familiar with databases in your discipline New databases arrive and depart every semester!
30	Seamless linking between full text databases means that a database is linked to multiple full text databases Click on it to find the full text of an article electronically or if it is available at the library in print ILLIAD interlibrary services will scan articles and deliver them via email in 5-7 working days
31	Online Library Orientation for Students SURF Tutorial http://nike.cecs.csulb.edu/~surf/ An online tutorial created by the library to teach students the steps of the research process Specialized Research Guides http://www.csulb.edu/library/subj/subj-index.html Subject Librarians have identified topics that students are routinely asked to find & developed corresponding pages to help students find information
32	Research & Writing Workshops http://www.csulb.edu/library/instruction/workshops.html Library has partnered with the Learning Assistance Center, Thesis Office, and the Writer’s Resource Lab to develop joint workshops for students Research basics for transfer students Health Sciences research Social Science research Citation styles for students Thesis workshops Research paper clinics
33	For Faculty Instructional Support Best Practices for creating effective assignments Plagiarism page Individualized course specific research guides (print or electronic) Consultation appointments with librarians for assistance with designing assignments Consult with library liaison for book requests Create online reading lists for classes
34	For Faculty: Ereserves http://www.csulb.edu/library/reserve/reserve_faculty.html Our online service that provides your students with electronic access to items you put on reserve at the library. Used for book chapters, articles and other materials scanned by professors The library will scan items for you if needed The library takes care of copyright clearance No fees for student access all they need is the password!
35	For Faculty Retention, Tenure & Promotion Web of Science Citation Indexes Find out who has cited your work Journal Citation Reports Find journal impact factors Scholarly Research Page www.csulb.edu/~ttravis/Faculty/publishing.htm Refworks Workshops for faculty www.csulb.edu/library/refworks
36	Now its your turn Each group has an assignment- some of you will be the student and others will be the faculty in charge of revising the assignment Students Using library resources answer the questions Faculty Using the tips and concepts discussed in the presentation re-design the assignment to make it incorporate true skills needed by students Select a team reporter to get up and discuss your process as both student and faculty
37	Taking it a step further
38	Ideal Curriculum Student introduced to information literacy in 1^st year and reinforced in GE & courses in the major Student continues to encounter information literacy throughout the curriculum, culminating in a senior level experience (portfolios, major papers, etc,)
39	General Education Grant Major stakeholders will be given the opportunity to provide input on the creation of a sequential approach to developing the foundational skill of information literacy Foundation and capstone GE courses will be identified for incorporation of measurable information literacy learning outcomes Faculty Development Center and the Library will facilitate the creation of resources to support faculty with the integration of these outcomes
40	Have Questions or need further assistance? Tiffini Travis Director of Information Literacy & Outreach Services ttravis@csulb.edu X7850 www.csulb.edu/library/instruction