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Information Literacy. Danielle Drasser and Holly Heller-Ross, Plattsburgh State University of New York. Introductions. Danielle Drasser: Graduate Assistant (Internet Research and Data Organization) Holly Heller-Ross: Associate Librarian (Research Design and Syllabus Reviewer)

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Information literacy

Information Literacy

Danielle Drasser and Holly Heller-Ross, Plattsburgh State University of New York.


Introductions
Introductions

  • Danielle Drasser: Graduate Assistant (Internet Research and Data Organization)

  • Holly Heller-Ross: Associate Librarian (Research Design and Syllabus Reviewer)

  • Dr. Robert Karp: Director of Institutional Research (Research Consultant and Statistical Analyst)


Overview
Overview

  • Quick overview of what this is all about

    • SUNY Trustees approved a new General Education Requirements, including Information Management Competencies

    • CHE/MSA and other accrediting bodies also include information literacy outcomes


Information management
Information Management

  • “These competencies should be infused throughout the General Education program” http://www.sysadm.suny.edu/provost/Genedguidelines.pdf

  • perform the basic operations of personal computer use;

  • understand and use basic research techniques;

  • locate, evaluate and synthesize information from a variety of sources


Research questions
Research Questions

  • Are these competencies already present in SUNY courses?

  • To what extent and in what manner are they present?

    • How frequently?

    • In which Disciplines?

    • In upper/lower levels?


Why is this important
Why is this Important?

  • Students should be aware of competencies they are developing

  • Faculty deserve credit for work we are already doing

  • Librarians need to know where to concentrate information management integration efforts


Research methodology
Research Methodology

  • Searched campus websites for syllabi twelve (12) from each campus

  • Selected two (2) subjects in each disciplineSelected two (2) courses in each subject: one (1) lower level and one (1) upper level.

  • Excluded library and computer courses



Methodology continued
Methodology continued

  • Reviewed each syllabus for the three information management competencies

    • Explicitly stated (use adobe photoshop for final assignment or use three journal articles in your research paper)

    • Implied (list of web sites students expected to access for course materials)


Close up example1
Close up Example

  • “Protein Structure Project. Each student will select a protein to study using the program RasMol. Using RasMol and the primary literature on the protein, the students will write a 5-page paper describing the molecule in detail. An appendix of at least 3-5 RasMol images of the protein will be handed in with the paper. This project is due in class on Friday, November 10. A web page with necessary links will be available for student use(www.fredonia.edu/department/biology/lee/protein-project.htm).”

  • Dr. T. Lee, SUNY Fredonia, used with permission.


Caveats
Caveats

  • Non-random sample

  • Subject variation in disciplines and campuses

  • Limits of generalizing within disciplines (physics may not be representative of biology)

  • University centers and some university colleges


Data analysis
Data Analysis

  • Coded data into an Excel spreadsheet

  • Descriptive statistics using SPSS

  • Frequency distributions

  • Cross tabulations


Findings
Findings

  • 81% of courses required one or more competencies (116 of 144)

  • 8% required all three

  • 56% required basic computer use

  • 32% required basic research techniques

  • 39% required location/evaluation/synthesis of information sources


Use at your own campus
Use at your own Campus

  • This research approach could be used to assess your own courses for Information Management competencies

  • Could be used to establish a developmental sequence of competency inclusion within a major

  • Group Practice!


Further research
Further Research

  • Expand to include SUNY two year colleges

  • Change research design to a stratified proportionate random sample of courses

  • Focus on General Education courses



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