{"id":4506,"date":"2011-02-17t07:00:59","date_gmt":"2011-02-17t13:00:59","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=4506"},"modified":"2011-02-11t12:44:19","modified_gmt":"2011-02-11t18:44:19","slug":"strategies-for-developing-information-literacy-a-conference-report","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2011\/02\/strategies-for-developing-information-literacy-a-conference-report\/","title":{"rendered":"strategies for developing information literacy \u2013 a conference report"},"content":{"rendered":"<p><em><a href=\"http:\/\/www.flickr.com\/photos\/florian_b\/44227093\/\"><img data-attachment-id=\"4507\" data-permalink=\"\/\/www.imrbdigital.com\/2011\/02\/strategies-for-developing-information-literacy-a-conference-report\/44227093_603fd21aab_m\/\" data-orig-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153608\/44227093_603fd21aab_m.jpg\" data-orig-size=\"240,180\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"against banned books\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153608\/44227093_603fd21aab_m.jpg\" data-large-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153608\/44227093_603fd21aab_m.jpg\" loading=\"lazy\" class=\"alignright size-full wp-image-4507\" title=\"against banned books\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153608\/44227093_603fd21aab_m.jpg\" alt=\"\" width=\"240\" height=\"180\" \/><\/a>by derek bruff, cft assistant director<\/em><\/p>\n<p>back in november i attended the 30th annual <a href=\"http:\/\/celt.muohio.edu\/lillycon\/\">lilly conference on college teaching<\/a> at miami university in ohio. i thought i\u2019d share some session   highlights with my vanderbilt colleagues. here\u2019s the fifth (and last) in a series   of posts about the conference.<\/p>\n<p><strong>easily integrating information competency into the classroom: best practices and practical assignments<\/strong><\/p>\n<p><em>eric resnis, jennifer bulanda, elizabeth sullivan, kathleen pickens-french, miami university<\/em><\/p>\n<p>this was a short presentation, but it included a few ideas i found  interesting from the perspective of someone new to teaching a writing  course. the presenters were part of a faculty-librarian learning  community that has created <a href=\"http:\/\/celt.muohio.edu\/lillycon\/session_files\/uploads\/2010_no1744_lilly_handout.pdf\">a nice framework<\/a> for thinking about how to integrate information literacy in courses of  various levels. for instance, consider the skill they described as <strong>accessing sources<\/strong>:<\/p>\n<ul>\n<li>in foundation-level courses (first-year writing seminars, for  instance), students should be able to identify \u201ckeywords, synonyms, and  related terms to describe information effectively.\u201d the presenters  recommended tagging exercises, in which students scan articles for  keywords and tag them using a <a href=\"http:\/\/chronicle.com\/blogpost\/social-bookmarking-even-whe\/26375\/\">social bookmarking service<\/a>, to help students develop this skill.<\/li>\n<li>in intermediate-level courses, students should understand \u201cbasic  structured search methods including boolean logic.\u201d (boolean logic here  refers to the use of ands, ors, nots, and the like when searching.)<\/li>\n<li>in advanced courses (such as capstone courses), students should be  able to identify \u201cappropriate discipline-specific and general indexes  and databases needed to find relevant information.\u201d<\/li>\n<\/ul>\n<p>see <a href=\"http:\/\/celt.muohio.edu\/lillycon\/session_files\/uploads\/2010_no1744_lilly_handout.pdf\">the presenters\u2019 handout<\/a> for examples of scaffolding of other skills, such as framing a research  question, evaluating sources, and understanding the ethics of  information use. this framework is particularly useful because many  librarians find it difficult to take students from \u201chere\u201d (having very  few information literacy skills) to \u201cthere\u201d (having the kinds of  information literacy skills their professors expect them to have). the  framework provides something of a road map for getting from here to  there.<\/p>\n<p>i really like the idea of <strong>asking students to use multiple tags<\/strong> when they save articles and other sources using a bookmarking service. i had my students <a href=\"http:\/\/derekbruff.com\/site\/blog\/2010\/09\/09\/experiments-in-class-participation-an-update-on-my-cryptography-course\/\">save items to delicious<\/a> this fall in my cryptography course, but i only asked them to use the  tag \u201cfywscrypto\u201d so that i could easily aggregate them on the course  blog. asking them to use multiple tags not only would have made our  collection easier to explore, but it would have helped prepare my  students for future library searches by developing their ability to come  up with keywords.<\/p>\n<p>here are a few other teaching activities suggested by the presenters that i found particularly interesting:<\/p>\n<ul>\n<li>to help students frame their research question, have them construct <strong>concept maps<\/strong> for topics of interest before they begin their research. doing so can  help the students decide on directions of inquiry to pursue, and they  can refine and expand their concept map as they conduct their research.<\/li>\n<li>to help students learn to evaluate sources, have them, before they write their papers, create <strong>annotated bibliographies<\/strong> that include \u201cevaluative information about each source\u2026 including how  it benefits their paper and the overall quality or credibility of the  source.\u201d i\u2019ve heard about descriptive annotated bibliographies, but this  was the first time i thought about evaluative components to this kind  of student work. i think the idea of rating each source for usefulness  fits well with our <a href=\"http:\/\/derekbruff.com\/site\/blog\/2010\/10\/11\/participatory-culture-in-the-classroom-moving-beyond-personal-learning\/\">participatory culture<\/a>.<\/li>\n<li>after students have written their papers, have them create a  (revised) annotated bibliography, one that lists every source they found  along the way. for each source, have students detail why and how they  used it or why they chose not to use it. having students think a little  critically about why they ditched some sources seems like a useful  exercise.<\/li>\n<li>to help students learn about <strong>the ethics of information use<\/strong>,  have students \u201csearch for images that are in the public domain or  licensed under creative commons and cite them accordingly.\u201d i pay a lot  of attention to intellectual property issues, in part because i use a  lot of images in my talks and blog posts and in part because i live in  nashville, where i have friends who make their living off their  intellectual property. it\u2019s not something on students\u2019 radars, but it  probably should be, at least for advanced students in certain  disciplines.<\/li>\n<\/ul>\n<p>i wish i had attended this session before teaching my writing seminar  this fall. had i done so, i think i would have been more intentional  about scaffolding my students\u2019 learning experiences in the course and  isolating particular skills for development.<\/p>\n<p><em>image: \u201c<a href=\"http:\/\/www.flickr.com\/photos\/florian_b\/44227093\/\">against banned books<\/a>,\u201d florian.b, flickr (cc)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>by derek bruff, cft assistant director back in november i attended the 30th annual lilly conference on college teaching at miami university in ohio. i thought i\u2019d share some session highlights with my vanderbilt colleagues. here\u2019s the fifth (and last) in a series of posts about the conference. easily integrating information competency into the classroom:&#8230;<\/p>\n","protected":false},"author":451,"featured_media":4507,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[8],"tags":[104,117],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09153608\/44227093_603fd21aab_m.jpg","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/4506"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/451"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=4506"}],"version-history":[{"count":0,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/4506\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/4507"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=4506"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=4506"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=4506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}