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![Page 1: The Integration of Information Literacy into the Academic Curriculum – The Role of the Academic Library Hannelore B. Rader University of Louisville Louisville,](https://reader036.fdocuments.net/reader036/viewer/2022072011/56649e3b5503460f94b2d30e/html5/thumbnails/1.jpg)
The Integration of Information Literacy into the Academic Curriculum – The Role of
the Academic Library
Hannelore B. Rader
University of Louisville
Louisville, Kentucky, US
October 24, 2002
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The Global Education Environment in the 21st
Century
Information Society Knowledge-Based Economy Changes in Higher Education Virtual Universities/Distance Education Life-Long Learning Convenient Learning Anytime/Anywhere Collaboration between Business and Higher
Education
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New Challenges in University Education Environment
Improve assessment and outcome measurements
Rethink the curriculum Become more productive Provide flexible learning and teaching Deal with competition
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Information Literacy Defined
A set of abilities to– Recognize when information is needed– Locate and evaluate information– Effectively and responsibly use information
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Information Literacy includes
Library literacy Media literacy Computer literacy Internet literacy Research literacy Critical thinking skills
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ACRL Information Literacy Competency Standards for
Higher Education www.ala.org./acrl.html
History and Development Importance - World-Wide Use of Standards in Mexico, Spain, Australia,
China, Europe, South Africa
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Standard I
The information literate student determines the nature and extent of the information needed– Performance Indicators:
• the information literate student defines and articulates the need for information
– Outcomes…..• Explores general information sources to increase
familiarity with the topic
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Standard II The information literate student assesses needed
information effectively and efficiently Performance Indicators
– selects the most appropriate investigative methods or information retrieval system for accessing the needed information
– Outcome:• Investigates benefits and applicability of various
investigative methods
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Standard III
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Performance Indicators– summarizes the main ideas to be extracted
from the information gathered– Outcome:
• reads the text and selects main ideas
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Standard IVThe information literate student, individually or
as a member of a group, uses information effectively to accomplish a specific purpose
Performance Indicators– applies new and prior information to the
planning and creation of a particular product or performance
– Outcome:• organizes the content in a manner that supports
the purposes and format of the product or performance
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Standard V The information literate student understands
many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally
Performance Indicators– acknowledges the use of information
sources in communicating the product or performance
– Outcome: • posts permission granted notices, as needed for
copyrighted material
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Integrating Information Literacy into the Curriculum
Involvement in curriculum development and new teaching initiatives
Forming Partnerships with Faculty/Teachers Faculty Development Center for Teaching and Learning Accreditation Requirements
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Integrating Information Skills into the Curriculum:
Collaborations with
Deans and Department Chairs Faculty involved in curriculum
development and new teaching initiatives
Faculty Development Initiatives
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Librarian-Faculty PartnershipsCurriculum PlanningTeam TeachingResearch CollaborationFaculty Development
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Teaching Information Skills Throughout the World
Develop teaching modules for
– Students K-12
– Undergraduates
– Subject majors
– Graduate/Professional programs
– Members of the workforce
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Develop online models:Examples - US
Kentucky Virtual Library http://www.kvly.org California State University-San Marcos
http://library.csusm.edu/departments/ilp/ University of California-Berkeley
http://www.lib.berkeley.edu/TeachingLib/ Florida International University
http://www.fiu.edu/%7Elibrary/ili/ilipropl.html University of Louisville http://www.louisville.edu/infoliteracy University of Washington http://washington.edu/uwired University of Wisconsin-Parkside
http://www.uwp.edu/information.services/library/
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Develop online models:Examples – Other Countries
China– Tsinghua U. www.tsinghua.edu.cn/english/service.html
United Kingdom– SCONUL www.sconul.ac.uk– Glasgow www.lib.gla.ac.uk/Training/index
Canada– Guelph www.lib.uoguelph.ca/LibEd/
Australia/New Zealand– Queensland www.lib.qut.edu.au/elearn/tutorial.html
– Sydney www.library.usyd.edu.au/skills/
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Develop online models:Examples – Other Countries
Netherlands– Malmo University www.bit.mah.se/bit.nsf/e-searchview
Mexico– Ciudad Juarez www.uacj.mx/bibliotecas/ICS/servicios/referencia/menu.
Germany– Heidelberg www.ub.uniheidelberg.de/allg/schulung.html
South Africa– Cape Town www.library.uct.ac.za/infolit– UNISA www.unisa.ac.za/library/afdeling/client/usered/students/libinfo.html
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Expected Outcomes of Teaching Information Skills
Citizens of all nations become life-long learners
They acquire critical thinking skills They are effective and efficient users of
all types of information They use information responsibly They are productive members of the
workforce
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Concluding Remarks
A New Century – A Global Information Environment
Renewed Universities - New Educational Initiatives
Repositioning Academic Librarians and Faculty
Becoming Knowledge Advisors and Trainers Preparing the Future Workforce