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Stages of Information Fluency. from IF? to OK!. ACS Information Fluency Symposium Atlanta, GA 15-16 February 2002. Susan K. Hagen IF Coordinating Committee. What this presentation encourages:.

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slide1

Stages of Information Fluency

from IF? to OK!

ACS Information Fluency SymposiumAtlanta, GA15-16 February 2002

Susan K. HagenIF Coordinating Committee

slide2

What this presentation encourages:

Going beyond customary concepts of information and basic skills to a four year developmental model / analogy.

Each year repeating Jim Rettig’s six step model for IF at a higher level

  • Recognition of need for information
  • Formulation of a plan to obtain it
  • Discovery, identification, retrieval
  • Evaluation and selection
  • Synthesis of knowledge or creation of new knowledge
  • Presentation or publication to an audience
slide4

Two skill sets persist while two skill sets develop :

  • basic skills or fundamental understanding at each level
  • rudimentary discipline specific skills at each level
  • advanced skills appropriate for independent research and conceptualization of theses or hypotheses developing through all levels
  • professional level skills appropriate to a young practitioner within the discipline or profession developing through all levels
slide5

Four cyclical levels as four years of undergraduate education, moving from general education through a disciplinary major, to being prepared for the next professional step

  • general research & basic skills
  • discipline specific research
  • primary or original research
  • presentation of research (including artistic presentation)
slide6

A disciplinary analogy based on writing:

  • basic research
  • disciplinary research
  • primary research
  • presentation

aims: identification of questions, critical analysis of sources and information, documentation

assignment: general essay

aids: online catalogues, search engines, databases

audience: instructor and classmates; not for the general academic community

slide7

basic research

  • disciplinary research
  • primary research
  • presentation

aims: framing research questions;critical use of secondary sources

assignment: developed thesis on assigned topics

aids: discipline specific databases; disciplinary software

audience: instructor and disciplinary majors

slide8

aims: conceptualization of new research strategies; development of thesis and research steps; identifying appropriate tools and resources

assignment: original thesis

aids: specialized tools, software, instrumentation; individually designed research protocol

audience: disciplinary academic community

  • basic research
  • disciplinary research
  • primary research
  • presentation
slide9

aims: recasting of research findings and conclusions for a broader audience, integrating interdisciplinary perspectives, teaching,sharing of new knowledge, “publication”

assignment: reframe research result for accessibility to a broader audience

aids: submissions guidelines for conferences and journals,presentation software, html editors, desktop publishing, word processing applications

audience: general college community, civic community

  • basic research
  • disciplinary research
  • primary research
  • presentation
slide10

IF as a Collaborative Four-Year Effort

  • basic research
  • disciplinary research
  • primary research
  • presentation

library staff

faculty & students

IT & CS staff

slide11

EH 102 Introduction to Writing

Compare the actual cost of undergraduate education at one of the ACS institutions and the advertised tuition of that school. What conclusion do you draw from this comparison?

Aids might include writing handbooks (hardbound or online) college catalogues, annual reports, institutional websites, Infotrac, Wilson humanities and social science databases, word processing applications.

  • basic research
  • disciplinary research
  • primary research
  • presentation
slide12

EH 200 Introduction to Literature

Compare Shakespeare’s use of three quatrains and a couplet in his sonnets with any other English poet’s use of the octave and sestet of the Italian sonnet.

Aids might include class texts, online library catalogues, bound periodicals in English literature, specialized search engines, humanities databases (MLA Bibliography, CD ROM poetry collections), juried websites, and online journals (Project Muse), online glossaries, word processing applications

  • basic research
  • disciplinary research
  • primary research
  • presentation
slide13

basic research

  • disciplinary research
  • primary research
  • presentation

EH 470 Senior Seminar in English

Demonstrate how some aspect of fourteenth-century contemporary culture informs Chaucer’s poetry.

Aids might include GIS, electronic concordances and texts, specialized databases, spreadsheets, audio and video applications, textual analysis tools, and quantitative analysis tools

slide14

basic research

  • disciplinary research
  • primary research
  • presentation

Honors Day / Senior Symposium“Poisons, Potions, and Curatives in Chaurcer’s Canterbury Tales.”

Aids might include speech and presentation guidelines, presentation applications, html editors, desktops publishing, graphical software, and scanners and projection equipment.

slide15

Remember, each step reiterates this process at a higher level

  • Recognition of need for information
  • Formulation of a plan to obtain it
  • Discovery, identification, retrieval
  • Evaluation and selection
  • Synthesis of knowledge or creation of new knowledge
  • Presentation or publication to an audience
slide16

Stages in Information Fluency:A scheme for visualization--not a representation of absolute truth

senior

reorganizing& reframinginformation for“publication”

junior

advanced research strategies & project designs

sophomore

disciplinarytools & resources

first- year

basicskills & critical analysis

level

instructor

class

campus

community

audience

slide17

Some next steps for moving toward Information Fluency

  • continue collaboration among library staff, IT staff, faculty, & students
  • create disciplinary guides for print and e-research
  • connect research/reference library liaisons with disciplinary faculty
  • develop disciplinary competencies
  • integrate competencies in disciplinary course assignments
  • review of emerging technologies by IT for faculty and library staff
  • create dialogues between IT staff and disciplinary faculty
slide19

Examples of academic sites listing disciplinary competencies

http://www.library.fullerton.edu/information_comp/sample_objectives.htm

http://www.lib.calpoly.edu/infocomp/specific.html

http://ir.bcc.ctc.edu/library/ilac/Curric/default.htm

http://www.calstate.edu/AcadAff/Sloa/

http://www.west.asu.edu/library/research/reference/business/

infocompetencies.html

http://www.fiu.edu/~library/ili/outcomes.html