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Collaborative Research: Information Literacy and Active Learning

This document outlines the importance of information literacy as a critical skill for lifelong learning. It emphasizes the integration of information literacy into academic curricula, as recommended by the Middle States guidelines, and explores how librarians and faculty can collaborate to create engaging active learning sessions. Various activities are proposed, including group evaluations of web sites and innovative games like "The Google Contest" and "Hot Potato." These hands-on experiences enhance students' understanding of research, citation, and information evaluation, preparing them for academic success.

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Collaborative Research: Information Literacy and Active Learning

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  1. Collaborative Research: Information Literacy and Active Learning Robert Flatley Krista Prock Rohrbach Library Faculty

  2. What is Information Literacy? • … an intellectual framework for identifying, finding, understanding, evaluating and using information. -Middle States Commission on Higher Ed • Information literacy is a new liberal art which extends beyond technical skills… critical reflection on the nature of information itself, its technical infrastructure and its social, cultural and even philosophical context and impact. -”Information Literacy as a Liberal Art,” Shapiro and Hughes

  3. Why is IL Important? • Information Literacy provides critical skills necessary for lifelong learning. • New Middle States guidelines recommend that colleges make information literacy a priority. • They urge librarians and faculty to work together to integrate information literacy skills into their classes. (Working on “Collaborative Research” makes this happen!)

  4. Why Active Learning? • The dreaded “library class” • Students learn to do research by doing research • There are drawbacks • Time • Risk • Benefits outweigh drawbacks

  5. Active Learning Information Literacy Activities • Faculty member and Librarian collaborate on developing an Active Learning Session • Human Citation • Group Evaluation of Web Sites • Web Publishing Standards and “The Google Contest” • Hot Potato Keyword Game

  6. Collaborative Assignment • Created by librarian and instructor • Specific to the needs of the class • Minimal instruction by librarian • Learning through hands-on experience

  7. The Human Citation • Some students have a hard time with citations • Need for a basic introduction to citation format • This is fun! • Can help students differentiate citation styles

  8. Group Evaluation of Web Sites • Authority, Accuracy, Currency, Coverage, Objectivity • Provide a site for each group to evaluate • Two-minute report to the class: Is this site appropriate for college-level research? Why or why not?

  9. “The Google Game” • Another web evaluation activity • Web publishing standards vs. print publishing standards • Illustrates the size and scope of the Internet • Illustrates the need for advanced searching • Using Google, find a search using a combination of two words that provides zero results or one result

  10. Hot Potato Search Terms • Emphasize need to create a list of search terms before using databases • Encourages brainstorming • Introduce ways to narrow or expand a topic: person, place, period of time, etc.

  11. Conclusion • Active Learning works in the library • Collaboration is important

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