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Information Literacy from Rubric to Assignment Design

May 16, 2014 - Kisha Tracy - ktracy3@fitchburgstate.edu
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Kisha Tracy

on 20 February 2015

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Transcript of Information Literacy from Rubric to Assignment Design

Information Literacy
from
Rubric to Assignment Design

Kisha G. Tracy
February 20, 2015
Where do your students typically fall?
When assessing, what happens when there is no thesis (on purpose)?
Sources
Resources
Tools
Portals
Lesson learned:
librarians and instructors may speak different languages
Fact:
We want our students to learn search strategies
Problem:
How do we know when they have?
Assumptions vs. Verification
Response:

We have to ask.
Challenge:
mechanics vs. understanding

How can we know our students understand ethical and legal access and use of information?
If instructors and librarians can speak different languages, what language do our students speak?
Let's Play
1. Sources

2. ILL/ILLiad

3. Ethical use

4. Fair use

5. Works Cited

6. Can't use web sites

7. In-text citation

8. Databases

9. Serial

10. Periodical

11. Authoritative

12. Refine
A. Proper application

B. To fix

C. Where you retrieved your information

D. Newspaper

E. Information

F. A long poem

G. A writing technique

H. Book searching

I. Using something specific

J. No online access is allowed

K. Number on book

L. EasyBib
Match the term with the student response...
The answers...
No idea!
No idea!
No idea!
Wikipedia!
Take charge of
Library
Links
Quotations
I think it's related to journals...
Make simpler
Used for your own purpose
Materials for writing
Think/Pair/Share:
Potential Solutions?
Ideas for Thought:
Teach information literacy explicitly
Refine assignment design
Focus on process


http://kishatracy.wikispaces.com/
Link to Further Resources:
http://readlists.com/6284773e/
“The skills that students cultivate through traditional assignments—writing essays based on library research—are far different from those required to perform efficient, high-level, accurate research in the digital world. All of those types of research skills take practice under the eye of experts.”
Head, A.J. & Wihbey, J. (2014, July 7). At sea in a deluge of data.
The Chronicle of Higher Education
. Retrieved from http://m.chronicle.com/article/At-Sea-in-a-Deluge-of-Data/147477/
“Instructors offered a detailed and formulaic framework in the [assignment] handouts because they recognized that their students came into the classroom with little knowledge of the course-related research process, especially as it applied to conducting research in individual disciplines—and their class”

Head, A. J. & Eisenberg, M. B. (2010).
Assigning inquiry: How handouts for research assignments guide today’s college students
. Project Information Literacy Progress Report, University of Washington's Information School. Retrieved from http://projectinfolit.org/images/pdfs/pil_handout_study_finalvjuly_2010.pdf
"A strategy we have had success with that can overcome some of these issues is the development of activities and/or checkpoints over time that emphasize process, not production. Emphasis on process is a common concept in composition studies. Here, however, the focus is not on the writing process, but on the information literacy process, on thinking critically about sources and breaking apart arguments....Activities could lead students through becoming familiar with both the physical and digital resources of the library, engaging in exploratory research, identifying scholarly trends, arguing with sources, leveraging citation mining, annotating bibliographies, working in research groups, etc. The keys are consistent feedback and guidance, reinforcing effective dispositions of mind and pointing out the pitfalls of other habits."
Tracy, K. & Fielding, J. (2014). Information literacy: From today's critical challenges to tomorrow's critical thinking opportunities.
The Exchange
. Retrieved from
http://www.nefdc.org/exchange.html
AAC&U

"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'."
"Information Literacy Competency Standards for Higher Education," Association of College and Research Libraries
An information literate individual is able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
"Information Literacy Competency Standards for Higher Education," Association of College and Research Libraries
General Education and
Assessment Conference

Presentation link:
http://bit.ly/1zRPRDB
Fitchburg State
University
Full transcript