{"id":1551,"date":"2010-12-13T09:55:14","date_gmt":"2010-12-13T17:55:14","guid":{"rendered":"http:\/\/blogs.ups.edu\/collinsunbound\/?p=1551"},"modified":"2010-12-13T09:55:14","modified_gmt":"2010-12-13T17:55:14","slug":"collins-unbound-collins-library-links-information-literacy-part-2","status":"publish","type":"post","link":"https:\/\/blogs.pugetsound.edu\/collinsunbound\/collins-unbound-collins-library-links-information-literacy-part-2\/","title":{"rendered":"COLLINS UNBOUND: "COLLINS LIBRARY LINKS"- Information Literacy: Part II"},"content":{"rendered":"

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December 9, 2010<\/strong><\/p>\n

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INFORMATION LITERACY PART II: \u00a0 LOOKING AHEAD
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Project Information Literacy:<\/strong><\/a><\/p>\n

Project Information Literacy (PIL) is a UW-based national study focusing on the information-seeking behaviors of early adults in the digital age.\u00a0 The study is collecting\u00a0 using data from 25 institutions nation-wide, including private liberal arts colleges, large research universities, state colleges, and community colleges.\u00a0 The research team has been analyzing data and publishing highly illuminating reports, papers, and videos on the results, ranging from how and why students use Wikipedia to students\u2019 frank descriptions of the challenges they face when conducting academic research.\u00a0 The Project Information Literacy website provides access to all of these publications.\u00a0 The website also offers \u201cSmart Talks\u201d which feature scholars and teachers responding to the results of the project; thus far, contributors to \u201cSmart Talks\u201d include John Palfrey, Professor of Law at Harvard University; Andrea Lundsford, Director of the Program in Writing and Rhetoric at Stanford University; and Peter Morville, author and president and founder of Semantic Studios, a consultancy in user experience, information architecture, and findability.<\/p>\n

Although Project Information Literacy provides extremely valuable information about the information-seeking behavior of college students in general, it does not speak to the specific experiences and competencies of our own Puget Sound students.\u00a0 The Research Practices Survey does provide information specific to our students, but it tells us only what they come in with, rather than what they learn over their four years here.\u00a0 For these reasons, Collins Library endeavors to undertake a longitudinal study of the information-seeking behaviors and information literacy competencies of a representative sample of Puget Sound students throughout their college career.\u00a0 At this point, the project is still in its infancy, with plans to submit a proposal to IRB.\u00a0 Faculty input into the project design would be most welcome.<\/span> Please contact Peggy Burge at pburge@pugetsound.edu<\/a> if you would like more information.<\/p>\n

What Can a Student Who Is Information-Literate Do?
\n<\/strong>What specific information literacy skills would we like our students to be able to demonstrate?\u00a0 The answers naturally will vary according to the discipline, the level of the course, and other factors.\u00a0 Nonetheless, there are fundamental baseline information literacy skills that we believe all students should be given an opportunity to learn and demonstrate.\u00a0 The librarians have drafted a list of\u00a0 these foundational information literacy skills.\u00a0 Because the acquisition of information literacy competencies is an iterative, developmental process, we have indicated which skills students should be able to demonstrate competently by the end of the first year of college, and which concepts should simply be introduced.<\/p>\n

These six information literacy competencies are not presented in weighted order; instead, we consider them to be interconnected. <\/span> This is only a draft, intended to spark discussion. <\/span><\/em><\/strong> We would love your feedback.<\/strong> Please share your comments with\u00a0 Peggy Burge pburge@pugetsound.edu<\/a>.
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Citations\/Plagiarism\/Academic Integrity<\/strong> <\/em><\/span><\/p>\n

– By end of first year<\/strong><\/p>\n

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  1. Ability to read citations to determine whether the item is a book, an essay within a book, a journal article, or a work of multimedia (i.e., a film or a piece of recorded music).<\/li>\n
  2. Ability\u00a0 to create a bibliography in a specific style (i.e., APA, MLA, Chicago, etc.) of commonly used types of materials (books, journal articles, etc.)<\/li>\n
  3. Understanding of basic principles of academic integrity (when to cite and why)<\/li>\n<\/ol>\n

    – Introduction to concepts<\/strong><\/p>\n

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    1. Uses of knowledge management tools like RefWorks or Zotero<\/li>\n
    2. Awareness of nuances in the realm of copyright and intellectual property<\/li>\n<\/ol>\n

      Types, Purposes, and Uses of Information<\/strong><\/em><\/span><\/p>\n

      –\u00a0 By end of first year<\/strong><\/p>\n

      Ability to identify the following types of information, with the understanding that definitions are contextual:<\/strong><\/p>\n

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      1. Scholarly vs. Popular<\/li>\n
      2. Primary vs. secondary<\/li>\n
      3. General vs. specific<\/li>\n
      4. Current vs. historical<\/li>\n
      5. Empirical vs. anecdotal<\/li>\n
      6. Qualitative vs. quantitative<\/li>\n<\/ol>\n

        – Introduction to concepts<\/strong><\/p>\n

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        1. Information cycles among the disciplines<\/li>\n
        2. When, how, and why to use\u00a0 various types of information within various disciplines<\/li>\n<\/ol>\n

          Information Retrieval Skills, Search Strategies, and Search Construction<\/strong> <\/strong><\/span><\/em><\/p>\n

          – By end of first year<\/strong><\/span><\/p>\n

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          1. Basic structure of academic libraries, stressing their interconnectedness WorldCat, Interlibrary loan)<\/li>\n
          2. Known-item searching:<\/li>\n<\/ol>\n