Enhancing Student Learning through the Integration of Information and Digital Literacy into the Curriculum
Digital Literacy
Information Literacy
UBC Strategic Plan
According to NSSE 2008 survey data, UBC scored slightly lower than its Canadians and US peer institutions in the area of Supportive Campus Environment [SCE] for first year students.  

The SCE benchmark is one of five related to effective educational practice, and refers to student, faculty staff relationships and campus services to help students with both their academic and non-academic responsibilities.  In this survey, students were also asked to identify two areas that UBC needs to address in order to improve student learning in the classroom and outside the classroom.   

In order to improve student learning outside of the classroom, the top response was to expand and/or improve the quality of academic support services.  
Supporting Digital Literacy
Definitions
Context
Best Practices
Institutional Responses to/Support for IL Outcomes
Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
ACRL Information Literacy Competency Standards for Higher Education
Information Fluency
information fluency is the ability to gather, evaluate, and use information in ethical and legal ways. Information fluency encompasses and integrates three important skills: information literacy, technology literacy, and critical thinking. These three skills are not mutually exclusive but overlap in many areas. Using these skills means having the ability to communicate information in appropriate and effective ways, which is an important measure of information fluency.
Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.
DigEuLit project
English 112
36 sections per terms
35 students per section
Work collaboration with First Year English Office
20 instructors
- identify the characteristics of a scholarly journal article;
- perform searches for books and journal articles in a variety of sources available on the UBC Library website;
   3. ask for additional research help when needed.  


Program-integration

Coordinated Arts Program
Year long cohort group
12 sections of 30 students each / 4 instructors
Each section get two sessions a term
Progressive - Library tour, Intro to research, Advanced research tips and tricks, academic integrity/plagiarism
All work based on syllabus and tied to assignments to make as relevant as possible
Instructors there 
Digital Information Literacy proficiency designed 
by members of the William and Mary faculty to help provide a baseline of knowledge for all entering William and Mary students. This requirement emphasizes critical thinking skills in the context of finding, evaluating, and using digital information to pursue course work and independent research at the university level. Much of the information in these modules may be familiar to you from your high school studies, but researching and sharing information will be at the heart of your academic life at William and Mary. We encourage you to take enough time with these modules to be sure this introductory information is clear.
Final Report of the Curriculum Review and Renewal Committee
The Faculty of Arts and Science will adopt the following learning objectives as the general goal for all of our honours bachelor degrees:
a. Depth of knowledge
b. Competencies in learning and applying knowledge
i. Critical and Creative Thinking
ii. Communication
iii. Information Literacy
iv. Quantitative Reasoning
v. Ethical Thinking and Decision-Making
c. Breadth of knowledge across a range of knowledge areas 
d. Integration of skills and knowledge developed in a student’s course of study
Faculty of Arts & Science, 
University of Toronto
College of William & Mary
Learners are:
searching
evaluating
storing
analyzing
creating
collaborating
sharing
communicating
publishing
receiving feedback
playing/experimenting
managing online ids
We are:
teaching people about the tools
facilitating discussion on the broader issues
working with learners and faculty to integrate new approaches




Common Student Frustrations About Research in Digital Age
Information overload
Too much irrelevant information
Getting started on an assignment
Trying to find the “perfect source”
Can't find the full-text article in a database
Finding out out of date resources
Finding statistical information online
Having to change and refine how to write a research paper from class to class.
Not having access to same materials as professors
Having to buy a source unavailable on campus
Trying to find the .05% of things of interest not on Web

Project Information Literacy
`
Credit courses

LAW 430 Lab-Seminar
Advanced Legal Research
Research using electronic databases, information systems, and non-legal databases relevant to the resolution of legal issues
3 credit course restricted to 3rd year and 2nd year J.D. or LL.B. students
Various sections, 2 taught by librarians from the Law Library
Mellon Library/Faculty Fellowship for Undergraduate Research

The University of California, Berkeley is committed to leveraging its research strength to enliven undergraduate learning by engaging undergraduates in research-based activities. Institutional support for this initiative has been provided at many levels along with a shared commitment from administrators, faculty, librarians, educational technologists and other pedagogical experts to:
redesign courses and assignments;
re-energize large enrollment and core courses;
enable students to develop information and critical thinking skills both within and outside of the classroom.
Key components of the Berkeley plan include
building a community of faculty dedicated to exploring new approaches for research-based learning;
developing a library reconceived as a center for learning and instructional expertise; and
creating opportunities for academic support units to work collaboratively to provide consultative support to faculty that can inform course design and implementation
University of Calfornia, Berkeley
University of Central Florida
UCF is in the process of integrating and infusing information fluency into both the curriculum and the culture on campus. Individual departments and professors are implementing information fluency initiatives into their classrooms, and the office of Information Fluency is providing support to students, faculty, and staff as we bring our QEP focus on information fluency to UCF.

A component of the accreditation process is the Quality Enhancement Plan (QEP). The development of the QEP is an opportunity for the institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning.
Team-Teaching

 Shirin shared her experiences in co-teaching a bib course for Japanese literature.

The Japanese Studies faculty has encouraged all their graduate students to take the course in order to improve their research skills.
As an assignment some students were required to submit Wikipedia entries. RIC acknowledged Shirin’s work in standardizing the level of
research skills among students and congratulated her on this achievement. 
Course-intergrated instruction
Team-teaching
Credit Courses
Program-integration
How?