Information Literacy Workshop Presented by Dr. Judith Kizzie & Laura Yoo at Howard Community College on August 22, 2006 NOTE: This is the PowerPoint that supported the overall presentation. Table of Contents • Writing Intensive Program at HCC • What is information literacy? • Information Literacy & Critical Thinking • Online Resources • Sample assignments Writing Intensive Program at HCC: Mission • HCC Writing Intensive Program fosters students' abilities to write effectively in their respective disciplines. Towards that end, the program provides essential support, services, and ample resources to help faculty design and implement the writing-across-the-curriculum program. Goals • To improve the effectiveness of students' writing • To teach students the conventions of writing in different disciplines and how to address different audiences • To foster the goals of the General Education Program as they relate to academic literacy and critical thinking skills Objectives • To promote effective communication among writing intensive faculty • To provide opportunities to discuss and refine the definition of effective writing in a variety of disciplines • To encourage current pedagogical practices through reevaluation and with updated resources Writing Intensive Courses at HCC • ENGL 115 CREATIVE WRITING • HMDV 200 LIFE SPAN DEVELOPMENT • ENGL 200 CHILDREN’S LITERATURE • HIST 121 THE ANCIENT WORLD: PREHISTORY TO • ENGL 201 AMERICAN LITERATURE I THE MIDDLE AGES • ENGL 202 AMERICAN LITERATURE II • HIST 122 WESTERN CIVILIZATION AND THE PRE- • ENGL 203 ENGLISH LITERATURE I MODERN WORLD • ENGL 204 ENGLISH LITERATURE II • HIST 123 WESTERN CIVILIZATION AND THE MODERN WORLD • ENGL 205 THE SHORT STORY • HIST 111 AMERICAN HISTORY TO 1877 • ENGL 206 AFRICAN-AMERICAN LITERATURE • HIST 112 AMERICAN HISTORY SINCE 1877 • ENGL 207 ETHICS IN LITERATURE • HIST 201 EUROPE IN THE TWENTIETH CENTURY • ENGL 208 TWENTIETH CENTURY POETRY • HIST 211 EAST ASIAN CIVILIZATION-CHINA, • ENGL 209 MODERN DRAMA JAPAN AND KOREA • ENGL 210 INTRODUCTION TO FICTION, • HIST 213 HISTORY OF MODERN RUSSIA POETRY AND DRAMA • HIST 226 HISTORY OF AFRICAN AMERICAN • ENGL 211 SCIENCE THROUGH SCIENCE EXPERIENCE FICTION • POLI 101 AMERICAN FEDERAL GOVERNMENT • ENGL 212 BY AND ABOUT WOMEN • POLI 201 COMPARATIVE GOVERNMENT • ENGL 215 ADVANCED CREATIVE WRITING • ECON 101 PRINCIPLES OF ECONOMICS (MACRO) • ENGL 225 INTRODUCTION TO WORLD • ECON 102 PRINCIPLES OF ECONOMICS (MICRO) LITERATURE • ENGL 250 SHAKESPEARE FROM PAGE TO • ECON 201 MONEY AND BANKING STAGE • ECON 205 INTERNATIONAL ECONOMICS • PSYC 101 GENERAL PSYCHOLOGY • GEOG 101 INTRODUCTION TO WORLD • PSYC 102 ADVANCED GENERAL PSYCHOLOGY GEOGRAPHY • PSYC 202 SOCIAL PSYCHOLOGY • GEOG 102 ELEMENTS OF CULTURAL GEOGRAPHY • PSYC 203 ABNORMAL PSYCHOLOGY • GEOG 201 ECONOMIC GEOGRAPHY • PSYC 204 ADOLESCENT PSYCHOLOGY • SOCI 101 INTRODUCTION TO SOCIOLOGY • SOCI 102 SOCIAL PROBLEMS • SOCI 105 INTRODUCTION TO CULTURAL http://www.howardcc.edu/writingintensive/proto/ ANTHROPOLOGY When we ask students… • to summarize or paraphrase what was read • to pin-point the main idea of what was read • to compare/contrast information from two or more sources • to read and evaluate a piece of writing or specific information – do you agree or disagree? • to write a researched essay • to find information on the internet • to use library resources • to use a library database • to determine the usefulness of a source • to comment on the validity, the legitimacy, or the relevance of a source • to find a “scholarly” source • to make connections between readings • to cite sources … we are encouraging information literacy skills But what IS information literacy? The Association of College & Research Libraries (a division of the American Library Association) defines it as the ability 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 Critical Thinking • Information literacy is critical thinking • Information literacy is not just computer literacy – many of our students may be computer-savvy but not information-savvy • Knowing what information is needed, knowing how to get it, and how to use it are key to information literacy • Showing how we exercise information literacy in real-life situations will help students better understand not only the concepts but also the importance of information literacy skills • Many primary and secondary schools recognize information literacy as critical to student success (see Big6 and SOS, for example) and librarians are playing important roles in promoting information literacy SAMPLE ASSIGNMENTS The sample assignment prompts that follow are examples of assignments that encourage information literacy skills. How to read the sample assignments: • The left column is the assignment prompt. The right column lists the specific outcomes that are being encouraged in the assignment sheet. • The roman numeral indicates the standard, the Arabic numeral indicates the performance indicator under that standard, and the alphabet indicates the specific outcome under that performance indicator. • Refer to the standards issued by Association of College and Research Libraries (a division of the American Library Association) http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency. htm#stan (there is an option to view the PDF version of this information) Assignment Example: Researched Essay Essay 3: Research Essay (for College Composition II) Choose one of the following topics and write a 6-7 page informative Relevant Standards, (researched) essay with a thesis statement that clearly states your Performance Indicators, argument (your position). and Outcomes A. Bilingual Education: Should we or shouldn’t we? Using Richard Rodriguez’s essay, the three corresponding essays we I.1.b: Develops a thesis statement read in class, and your own research, you will write an essay that is informative and argumentative. By providing extensive information on and formulates questions based this issue, you will argue for or against bilingual education. You may on the information need want to incorporate real cases of implementation of bilingual education curriculum and provide some of the opponents’ views as well as the I.1.c: Explores general information proponents’ views so that your own argument is a part of the ongoing sources to increase familiarity discussion about this issue. [I.1.b; I.1.c] with the topic B. Justice for All: “Doing Time in the Thirteenth Chair” and “I, the Juror” Using these two essays, you will write a research essay that is III.2.b: Analyzes the structure and informative and argumentative. Find out under what circumstances one would be tried by a jury and the ideas and theories behind the jury logic of supporting arguments system. More importantly, explore the ways in which this system works or methods or doesn’t work. You may incorporate a real (and fairly well known) court case as an example. However, if you cite such a case, be sure to I.1.a: Confers with instructors and stay within this topic of jury system (don’t digress into the crime or the participates in class discussions, trial as a whole). The main texts of your essay will be the peer workgroups, and abovementioned essays by Joyce Carol Oates and Scott Russell Sanders. [III.2.b] electronic discussions to C. Design your own topic identify a research topic, or You don’t like the suggested the topics? If there is an issue that derives other information need from one or two of our readings throughout this course that interest you, please discuss your ideas with me as soon as possible. Your topic needs to be clearly defined and relatively specific so that your 6-8 page paper can cover the topic thoroughly. You must get a paper topic approval from me by Friday, November 11. [I.1.a] [sample essay assignment continued] Relevant Standards, Performance Indicators, and Outcomes RESEARCH REQUIREMENTS [I.2.c] • You MUST incorporate at least seven I.2.c: Identifies the value and differences of research materials into your essay (works potential resources in a variety of cited). Of these seven, at least one must formats (e.g., multimedia, database, be a reliable website, one a reliable journal website, data set, audio/visual, book) or magazine, and one a reliable book. You must correctly use the MLA documentation style in your essay. We will II.5.c: Differentiates between the types of visit the library for an orientation on how sources cited and understands the to get the information you need. Start elements and correct syntax of a your research as soon as possible so that citation for a wide range of resources you have plenty of time to collect, read, sort, and understand the information you II.5.d: Records all pertinent citation gather. [II.5.c; II.5.d; V.3.a] information for future reference OTHER REQUIREMENTS V.3.a: Selects an appropriate • LENGTH: 6-7 pages (about 1500-1800 documentation style and uses it words) consistently to cite sources • FONT:12 point Times New Roman • Final Draft Portfolio must include: II.2.a: Develops a research plan annotated bibliography (with my appropriate to the investigative comments on it); essay plan (with my method initials); peer-reviewed 1st rough draft (with comments); peer reviewed 2nd rough draft (with comments); final draft [II.2.a] Assignment Example: Annotated Bibliography WHY? Relevant Standards, Performance Indicators, and Outcomes This assignment is designed to help you organize your ideas, your resources, and how you might approach this project, for writing a research I.3.c:Defines a realistic overall plan and paper needs to be very methodical. The timeline to acquire the needed annotated bibliography also helps you sort your information research materials. (It also helps you begin thinking about your final paper early in the semester so that you do not have to rush to I.1.b: Develops a thesis statement and write your final paper in the last few hectic days of the semester.) [I.3.c] formulates questions based on the information need WHAT? I.2.c: Identifies the value and differences Part 1: The Summary/Proposal of potential resources in a variety of Your summary/proposal should answer some of the formats (e.g., multimedia, database, following questions: What is (are) your main text(s) (movie/story/essay/play)? What is your website, data set, audio/visual, book) working thesis statement? [I.1.b] What are you interested in researching and finding out? What is your method? [I.2.c] III.2.a: Examines and compares Part 2: The Annotated Bibliography information from various sources in An annotated bibliography is a list of citations to order to evaluate reliability, validity, books, articles, and documents. Each citation is accuracy, authority, timeliness, and followed by a brief descriptive and evaluative paragraph called the annotation. These point of view or bias annotations inform the reader of the relevance, accuracy, and quality of the sources you intend to use in your research paper. [III.2.a] [sample annotated biliography assignment continued…] Relevant Standards, Performance Indicators, and Outcomes HOW? I.2.c: Identifies the value and differences of 1. Locate [I.2.c & e] and record citations to potential resources in a variety of formats books, websites, periodicals, and documents (e.g., multimedia, database, website, data that may contain useful information and set, audio/visual, book) ideas on your topic. 2. Review the actual items (and not just the summaries or reviews of the items). At this I.2.e: Differentiates between primary and point, read the introduction, the abstract, or secondary sources, recognizing how their browse carefully to determine if the material use and importance vary with each will be useful for your topic. [III.1.a] discipline 3. Choose those items that you want to include in your essay (minimum 7). III.1.a: Reads the text and selects main ideas 4. Cite your sources using MLA documentation style. (see Bedford V.3.a: Selects an appropriate documentation Handbook) [V.3.a] style and uses it consistently to cite sources 5. Write a concise annotation that summarizes the central theme and scope of the book or III.2.a: Examines and compares information article. [III.2.a] Include 3-5 sentences that: from various sources in order to evaluate – evaluate the authority or background reliability, validity, accuracy, authority, of the author, timeliness, and point of view or bias – comment on the intended audience, [I.2.d] I.2.d:Identifies the purpose and audience of – compare or contrast this work with potential resources (e.g., popular vs. another you have cited, and/or scholarly, current vs. historical) – explain how this work illuminates your bibliography topic. Online Resources • HCC Library’s Information Literacy Training - http://library.howardcc.edu/Faculty/FacultyMain.htm • HCC Library’s Paper Topic Ideas - http://library.howardcc.edu/PaperTopics/PaperTopics.htm • Association of College and Research Libraries (ACRL) – a division of American Libraries Association. HCC’s information literacy workgroup has decided to use the standards set forth by the ACRL. http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm • Big6 – developed by two educators, it is one of the widely known framework for teaching information and technology skills, especially in elementary and secondary education http://www.big6.com/index.php • SOS of Information Literacy - web-based multimedia resources for educators http://www.informationliteracy.org/default.php • National Forum on Information Literacy – http://www.infolit.org/ • DORIL – this is an online directory of electronic resources for librarians and educators. http://bulldogs.tlu.edu/mdibble/doril/ Work together! One of the best ways to learn more about information literacy and how you can incorporate its specific outcomes into your courses is to contact the college librarians and work with them in designing and implementing assignments. Only through collaborative efforts, can we help our students become information literate citizens.
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