Dissecting informed learning: a birds - eye view of information literacy in first year ...

BACKGROUND THEQUESTIONMETHOD TAKEAWAY TAKEAWAY IMPLICATIONS

DissectingInformedLearningABirds-EyeViewofInformationLiteracyinFirst-YearCollegeCourses

LornaDawes|AssistantProfessor|UniversityofNebraska|[email protected]

BACKGROUND TAKEAWAY TAKEAWAYTHE QUESTIONMETHOD IMPLICATIONS

TeachingInformationLiteracy

Seven Faces of Information Literacy

BRUCE (1998)

Do We Speak the Same Language. COPE (2015)

Faculty Perceptionsof Student’s Information Literacy Competences.

DUBICKI (2013)

Is There an Information Literacy Gap to be Bridged?

DACOSTA ( 2010)

HOW DO FACULTY Experience TEACHING

INFORMATION LITERACY

THE PROBLEM


ConceptionsofInformationLiteracy

Phenomenography

10Female14Male

4Professors.4.Assoc.Prof.4Assist.Prof.3Assoc.POP2Assist.POP3Lecturers1Postdoc.

11Science5SocialScience8Humanities

YearsTeachingFirst-Year

3yrs-24yrs.

YearsTeachingspecificclass1yr-15yrs

Experience a phenomenon


ConceptionsofInformationLiteracy

Phenomenography

Outcome Space

ThemesofExpandingAwareness

DimensionsofVariation Conceptions of a

phenomenon

Teaching Information Literacy

Categoriesof

Description

BACKGROUND TAKEAWAY TAKEAWAYTHEQUESTIONMETHOD IMPLICATIONS

FacultyExperiences

Describe how you use information in this first year class.

Can you think of any key concepts or big ideas that you think your students struggle to understand in relation to information use in your class (Hofer, 2012).

CONTENT


FacultyExperiences

Describe your approach to teaching students how to use information effectively in this course.

Describe how you design your course to help students use information effectively.

APPROACH


FacultyExperiences

When do you feel as if you have been successful in teaching students how to use information effectively in this class (Larson, 2007).

How do you know when students have used information effectively in your course?

PRODUCT

BACKGROUND TAKE AWAY TAKEAWAYTHE QUESTIONMETHOD IMPLICATIONS

ThemesofExpandedAwareness

OVERLOAD

Managing the Information ‘glut’

o Finding information within the sourceso Managing organized and un-organized information o Discipline information practiceso Researcher information discovery

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ACCESSIBILITY

Navigating the ‘flow’ of information.

o Matching need to suitable sourceso Discriminating and filteringo Discipline specific information practiceso Accessing experiential information

2



DIVERSITY

Utilizing various types and formats of information.

o Knowing the value of each different source in the discipline/courseo Critically assign value to sourceso Participating in the discipline discourseo Using a variety of sources to create new understandings

3



CONSUMERCONCEPTION

4

Developing students who understand the varied nature of information, appreciate and evaluate the range and quality of the information and select to satisfy their needs at any particular time.

DISCOURSECONCEPTIONTeaching students how to use information to participate in scholarly discussions and conversations through written, oral and visual contributions.

BEHAVIORAL CHANGE

PARTICIPATORYDISCOURSE

VALUE ASSESSMENT

CRITICAL SELECTION



CONSUMERCONCEPTION

CRITICAL SELECTION

4

Teaching to develop strategies that are varied and unique to specific information formats and research purposes.

Teaching how to judge the relevance, credibility and authenticity of the information, in different contexts.

VALUE ASSESSMENT

DISCOURSECONCEPTIONTeaching how to analyze, and integrate information with personal research and contributions, using the information to communicate within a specific discourse community.

Teaching how to use information to develop new understandings that change behavior or impact the society.

BEHAVIORAL CHANGE

PARTICIPATORYDISCOURSE


Provideguides

Modelstrategies

ScaffoldInstruction

CriticalSelection

“But they can if I walk through. ‘What does a scientific paper look like? What are the pieces? What are the components of it? What are we looking for when we read through it? What can we get from this paper, even if we can't get all the details of the paper ?’” (Biological Science, Associate Professor.)

“So, with undergrads…I do a combination at the beginning of semester of providing them with information. So, things like the textbook and a few videos at the beginning of the semester and maybe a few articles that I find that I think are really good examples of the topics that we're discussing… my goal is that they know where to find the kind of information that's important to them.” (Agricultural Science Associate Professor)

“I think most students you know if it’s a video or something like that, no problem; they can find that on YouTube or whatever. But if you refer them to an article, or you refer them to something, boy they're completely lost.” (Veterinary Science, Assistant Professor of Practice).

OverloadAccessibility

Diversity

5


FacilitateDiscussion

ModelFact-Checking

PeerReview

Evaluatingcontentincoursetextbook

“ Students don’t understand that because the information is available it may not be useful or accurate, and understanding what is the important and relevant information within the sources, seems to be difficult for them to do

ValueAssessment

“…one of the big parts of the class is helping them understand the difference between information that's derived from science and information that is not and to judge the quality of information that is derived from science based on how the science is conducted. How that knowledge may differ from sort of everyday conventional wisdom or religious beliefs or just beliefs in general values whatever..”(Agricultural Science Associate Professor)

So, I do have students who have a bit of a hard time distinguishing…(like a press release…there's a lot of science blogs out there that are just reporting press releases) that which sounds scientific 'cause it often has the scientist giving quotes, and there are citations in there, in the papers, but they have a hard time distinguishing that from the primary paper. So, there's a mis-categorizing information.” (Life Science Associate Professor.

OverloadDiversity

Accessibility

6

BACKGROUND TAKEAWAY TAKEAWAYTHE QUESTIONMETHOD IMPLICATIONSDeconstructingArguments&Theories

Complementingtextbookwithrelevantarticles

Stimulatingquestions

Argumentativepapers

Backgroundresearch-literaturereviews

“I'm trying to instill in the students a feel for what it means to be a scientist… a researcher. Somebody who reads what other people have done before them, and comes up with ideas from the results of the other people's research.” (Biological Science. Associate Professor)

ParticipatoryDiscourse

…they're starting to learn to see text as part of a larger conversation, and so a kind of an ecology of texts. You know, looking at text as belonging to the world in a certain context. (English, Lecturer)

“So all of that to me involves information conversation, where and who has contributed to the conversation gathering, sometimes it involves understanding what you know, thinking about what, who else has tried to say something of these kinds of things in this moment. Who else has tried to raise these concerns with this audience in the past, and how they have done that right?”. (English, Associate Professor)

DiversityAccessibility

Overload

7


AssigncasestudiesProblemSolvingTheoryApplicationsServiceLearning

“…bridging the sociology discipline with your life experiences…” (Sociology, Research Associate

BehavioralChange

“…teaching students that all of these separate pieces of information that they get during the semester and all of the separate units are part of their 'palette of tools' to help them understand more holistically the world that they live in.” (Geography, Lecturer)

Well I teach it that way because I don't want them going through life thinking that everything that they read on the internet and they read in the textbooks is absolutely true and they can’t just say "Alright I've taken biology class in 201 so I don't ever have to study biology again the rest of my life because I learned it, there's nothing more to learn." (Biochemistry, Full Professor).

Accessibility DiversityOverload

8


TheActofLearning

I'm reading and I forget that I'm reading a student paper.

“… students come in with information that I wasn't aware of, or when students are able to add additional information, when they are able to contribute above and beyond what I had brought to the class.”

They'll read something and instead of answering the question, they're starting to think of other things that it brings to mind.

9

I'm reading this but I'm reading this work and it's challenging and it's asking questions and its researching those questions and it's analyzing data research and I get lost in it…

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What will the students need to know?

What do the students need to do?How do the students need to think?How do students learn?How do I facilitate the learning?

InformedLearningDavis,J.R.,&Arend,B.D.(2013). FacilitatingSevenWaysOfLearning:AResourceForMorePurposeful,Effective,andEnjoyableCollegeTeaching.

What do the students need to do?How do the students need to think?How do students learn?How do I facilitate the learning?

19


InformedLearning

Teach the Discourse in the Disciplines: What researchers communicate, how they communicate and disseminate their information internally and externally. e.g.. How information is organized

Teach How to Evaluate the Discourse:Understand how publications are reviewed and accepted for publication, purpose of different forms of communication . e.g. Scholarly vs. popular, bias ,evaluating tweets, blogs, articles,

Teach how to maintain the integrity of the discourse:Understand how research standards are maintained in the discipline community. e.g .Citation management, defining and avoiding plagiarism, etc.

Teaching “Information literacy is the set of integrated abilities encompassing

thereflectivediscoveryofinformation

theunderstandingofhowinformationisproducedandvalued,

andtheuseofinformationincreatingnewknowledge

andparticipatingethicallyincommunitiesoflearning”ACRLFramework.2015.


InformedLearning

MISCONCEPTIONS?

21


Questions?

TEACHINGINFORMATION

LITERACYBehavioralChange

Participatory DiscourseValue Assessment

Critical Selection

Consumer ConceptionDiscourse Conception

Lorna M. DawesAssistant ProfessorLiaison for Teaching, Learning and Teacher EducationFirst-Year Experience & Learning Communities Liaison for Science Literacy.University LibrariesUniversity of Nebraska–Lincoln402 472 [email protected]

22


FurtherReading

TEACHINGINFORMATION

LITERACY

23


FurtherReading

ReferencesDavis, J. R., & Arend, B. D. (2013). Facilitating Seven Ways Of Learning: A Resource For More Purposeful, Effective, And Enjoyable College Teaching. Stylus Publishing. Virginia.

Badke, William. ( 2010). “Why Information Literacy Is Invisible.” Communications in Information LIteracy4 (2): 129–141.

Bruce, C. (1998). “The Phenomenon of Information Literacy.” Higher Education Research & Development 17 (1): 25–43.

Bruce, C., Hughes H and Somerville, M. (2012) Supporting Informed Learners in the Twenty-First Century. Library Trends 60(3):522-545.

Cannon, A. (1994). Faculty Survey On Library Research Instruction. Research Quarterly, 33(4), 524–541.

Cope, Jonathan, and Jesus E. Sanabria. 2014. “Do We Speak the Same Perceptions of Information Literacy.” Portal: Libraries and the Academy. 14(4):475-502.

Dacosta, Jacqui Weetman. (2010). “Is There An Information Literacy Skills Gap To Be Bridged ? An Examination Of Faculty Perceptions And Activities Relating To Information Literacy In The United States And England.” College & Research Libraries 71(3), 203–222.

Dubicki, Eleonora. (2013) Faculty Perceptions of Student’s Information Literacy Skills Competencies. Journal of Information Literacy 7(2) :97-125.

Leckie, G. J., & Fullerton, A. (1999). Information Literacy In Science And Engineering Undergraduate Education : Faculty Attitudes And Pedagogical Practices. College And Research Libraries, 60(1), 9–29.

Nilsen, Christina. (2012). “Faculty Perceptions Of Librarian-Led Information Literacy Instruction In Postsecondary Education.” World Library and Information Congress: 75th IFLA General Conference And Assembly. Helsinki, P1–25.

Dissecting informed learning: a birds - eye view of information literacy in first year ...

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