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Information Literacy & Lifelong Learners = Faculty + Student + Librarian + Assignment Philosophy

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information literacy lifelong learners

Information Literacy&Lifelong Learners

=

Faculty + Student + Librarian + Assignment

philosophy
Philosophy

At the University of Connecticut we are not seeking to establish a single stand-alone information literacy class, but rather to build information literacy into the very fiber of the four-year University education.

campaign
Campaign
  • Establish expectations for students
  • Establish a teaching infrastructure
  • Establish modules for 24 by 7 learning
general education
General Education
  • Applies to all students, regardless of their major or their school or college…
  • Assures that students graduating from the University of Connecticut will be competent in…
general education information literacy goals
General Education Information Literacy Goals
  • Knowledge generation:
    • an understanding of how knowledge is created, disseminated and organized;
  • Knowledge access:
    • an understanding of knowledge communication processes and a facility with the tools required to tap into these knowledge communication processes
  • Knowledge evaluation and integration:
    • an ability to evaluate, synthesize and incorporate information into written, oral and media presentations.
acrl information literacy competency standards for higher education
ACRL Information Literacy Competency Standards for Higher Education
  • Foundation document
  • http://www.ala.org/acrl/ilintro.html
  • Bloom’s Taxonomy of Educational Objectives
    • Cognitive Domain
      • Lower and Higher Order thinking skills
    • Affective Domain
      • Motivation: Attitudes and Values
evaluation synthesis
Evaluation & Synthesis
  • 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Lower Order: Restates textual concepts in his/her own words and

selects data accurately

Higher Order: Synthesizes main ideas to construct new concepts.

Extends initial synthesis, when possible, at a higher level of

abstraction to construct new hypotheses that may require

additional information.

adjusting the bi model
Adjusting the BI Model
  • Attend several (?) one to two hour Library Instruction sessions during UConn career.
teamwork
Teamwork
  • Campus-wide partnerships needed:
    • Librarians
    • Faculty
    • Students
    • Technology training as needed
  • http://www.lib.uconn.edu
    • Library Instruction --- Objectives
partnerships 1
Partnerships 1
  • Summer Orientation
  • Week of Welcome
  • Bookworms Café
  • Writing Center
partnerships 2
Partnerships 2
  • First Year Experience (INTD 180)
    • 75% of freshmen class choose to enroll
    • 66% of those classes come to the library
    • Library session is experiential in nature
      • 50 minute session
      • Take them there physically (Psychomotor Domain)
      • Hands on in the classroom
  • First Year Experience Goals
partnerships 3
Partnerships 3
  • Freshmen English
    • Required, few exceptions
    • 80 classes per semester / 20 students per section
    • Class length 1 ¾ hours
    • Usually linked to assignment
  • Freshmen English Goals
partnerships 4
Partnerships 4
  • Identify research intensive courses within each major field of study
  • Develop the student’s understanding of knowledge generation, access, and integration within the area of chosen specialization
conclusion
Conclusion

Information Literacy is not just a Librarian’s issue.

To succeed, we need the active cooperation of teaching faculty and support staff and of the students themselves.

conclusion15
Conclusion
  • Allies
  • Propaganda
  • Weaponry
  • Training Camps