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601 Session 14-Information Literacy
- 1. Information Literacy and Reference Services Fall 2011 Dr. Diane Nahl University of Hawaii Library and Information Science Program
- 31. Information Search Process Nahl LIS 601 2011 Carol Kuhlthau, Seeking Meaning , 2004, p. 82. STAGES AFFECTIVE Feelings COGNITIVE Decisions SENSORIMOTOR Actions APPROPRIATE TASK 1. Initiation Uncertainty General Vague Seeking background information Recognize need 2. Selection Optimism Scheduling Planning Conference with others Identify 3. Exploration Confusion/ Frustration Becoming informed about a topic Seeking relevant information Investigate 4. Formulation Clarity Narrowed focus Selecting ideas Formulate 5. Collection Sense of direction & confidence Defining & supporting focus Making notes of relevant information Gather 6. Presentation Relief Satisfaction or Disappointment Clearer More focused Personalized synthesis of topic Complete
- 32. Information Searching Competence Matrix Nahl LIS 601 2011 Diane Nahl, 1987; 1990, 1993 SKILL LEVEL AFFECTIVE Domain of Feelings COGNITIVE Domain of Decisions SENSORIMOTOR Domain of Actions Level 3. Advanced A3 Feeling Empowered as a Searcher C3 Acquiring Familiarity and Intuition with Disciplinary Knowledge S3 Practicing Careful Documentation Routines Level 2. Intermediate A2 Being Supportive of the IR System Environment C2 Understanding Search Strategy S2 Identifying Implicit Features of the Information Setting Level 1. Basic A1 Showing Acceptance of Complex Information Structure C1 Decoding Information Displays and Terminology S1 Recognizing Information Elements and Locations
Hinweis der Redaktion
- The learning standards begin by defining nine foundational common beliefs: Reading is a window to the world. ･ Inquiry provides a framework for learning. ･ Ethical behavior in the use of information must be taught. ･ Technology skills are crucial for future employment needs. ･ Equitable access is a key component for education. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own . Learning has a social context. School libraries are essential to the development of learning skills. The Standards describe how learners use skills, resources, and tools to 1. inquire, think critically, and gain knowledge; 2. draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; 3. share knowledge and participate ethically and productively as members of our democratic society; 4. pursue personal and aesthetic growth.
- Much of our GE reform is driven by accreditation requirements. All the UH campuses have either recently gone through accreditation or are in the process. This is a good time for librarians to participate in campus governance, such as GE Committees, faculty senates and accreditation taskforces. We need to actively spread the word. The audience is all ears! Much of our GE reform is driven by accreditation requirements. All the UH campuses have either recently gone through accreditation or are in the process. This is a good time for librarians to participate in campus governance, such as GE Committees, faculty senates and accreditation taskforces. We need to actively spread the word. The audience is all ears!
- As you know General Education reform is not easy. There is a lot at stake and many stakeholders. But, information literacy seems to be a set of skills that easily lends itself to integration within both lower division and upper division curriculum. This is an opportunity for librarians to truly support their institutions broader goals and objectives and contribute to the students ability to be a lifelong learner and critical thinker.
- The committee reviewed instructional tools from other campuses and shared individual ideas. One of our goals is the development of standardized assessment tools. We work within the framework of the ACRL Standards.
- Donna Matsumoto asked her students to comment on LILO in writing. They did write down their comments on LILO on Nov. 19, 2005. Most students felt that LILO was helpful to their research. They especially like journal feature, citation builder, and assignment calculator. Out of 38 students, only 2 of them said that LILO is not helpful.
- 1.The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. Outcomes Include : 1.Identifies and discusses issues related to privacy and security in both the print and electronic environments 2.Identifies and discusses issues related to free vs. fee-based access to information 3.Identifies and discusses issues related to censorship and freedom of speech 4.Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material 2.The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Outcomes Include : 1.Participates in electronic discussions following accepted practices (e.g. "Netiquette") 2.Uses approved passwords and other forms of ID for access to information resources3.Complies with institutional policies on access to information resources 4.Preserves the integrity of information resources, equipment, systems and facilities 5.Legally obtains, stores, and disseminates text, data, images, or sounds 6.Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own 7.Demonstrates an understanding of institutional policies related to human subjects research 3. The information literate student acknowledges the use of information sources in communicating the product or performance. Outcomes Include : 1.Selects an appropriate documentation style and uses it consistently to cite sources 2.Posts permission granted notices, as needed, for copyrighted material