Finding foundations: A model for information literacy assessment of first-year students – In the Library with the Lead Pipe. In Brief This article presents a case study in establishing an information literacy instruction and assessment program for first-year university students at the University of Colorado Denver. Rather than presenting assessment data, we document the process in which our department engaged with the student learning assessment cycle, with the intention of allowing other information literacy professionals to see how we established an instruction program for first-year English Composition. We include a description of in-class exercises, rubrics, and the procedures we followed in order to assess the foundational information literacy skills of first-year students on our campus.
This assessment was not conducted to demonstrate what students learned from librarians (thereby illustrating the value of library instruction). Rather, we assessed student learning to ascertain the information literacy skills students bring with them into a first-year English Composition course. Introduction Lesson Plan 1. We Used Problem-Based Learning in Library Instruction and Came to Question Its Treatment of Students – In the Library with the Lead Pipe. In Brief: Two instruction librarians at a medium-sized liberal-arts college on the East Coast of the United States replaced their lecture-style teaching with Problem-Based Learning (PBL). They collaborated with two English instructors to bring PBL to a two-session sequence of library instruction. However, the more they used PBL, and the more they read about how other instruction librarians had employed it, the more they came to see how problematic it can be—especially in its failure to see students as teachers.
In this article, you will consider if Problem-Based Learning needs a refresh with critical pedagogy. In the studies that followed Pedagogy of the Oppressed, I sought for more clarity as I attempted to analyze student-teacher relations. How we found problem-based learning We were two librarians at a medium-sized liberal-arts school on the East Coast of the United States when we began to replace our lecture-style information literacy instruction with Problem-Based Learning (PBL). Guest Post: A List Of Useful Resources On Teaching Information & Digital Literacy. After I recently published The Best Tools & Lessons For Teaching Information Literacy – Help Me Find More, Teresa Diaz was kind enough to leave a lengthy comment with additional suggestions for the list. I invited her to turn it into a guest post, and here it is!
Teresa Diaz is currently a school library media specialist at “Tex” Hill Middle School in San Antonio, Texas, with 20+ years experience as a teacher and librarian in both public and private middle and high schools. She’s also a Google Certified Teacher, and blogs at Curioussquid.net. One of her current blog series explores the role and relevance of Information Literacy in our digital age today: Among educators, there seems to be some confusion between the terms Information Literacy and Digital Literacy—and rightly so, considering our evolving digital landscape.
The American Library Association Presidential Committee on Information Literacy states that “information literate people are those who have learned how to learn.” EasyBib. Guest Post: A List Of Useful Resources On Teaching Information & Digital Literacy. Close Reading and What It Means for Media Literacy. By Frank W. BakerThe Common Core Standards call for students to become detectives: learning how to observe closely, locate evidence, look for clues, and ask the right questions. But today many students don’t ask questions at all. In my work as a media literacy consultant, I like to use media texts (and youth media) as the jumping off point to get students asking questions. A photograph from the morning’s news can be coupled with the question “what do you see?” A snippet from a movie can be used to teach the language of film by asking “why do you think the director put the camera there?” A magazine cover featuring the latest celebrity can be used to get students to recognize layout, design, color, font, facial expression, body language and much more.
As I travel around the United States, conducting professional development workshops with teachers, I continually hear the same refrain: our students tend to believe everything they see, read and hear in the media and on the Internet. Frank W. Web Literacy Education for Educators - November Learning. Glean Digital Literacy Teaching Tools. Show Me Information Literacy Modules. NoodleTools has created easy to use modules for the classroom and home. Use a Show Me© module to enhance your teaching and guide students in information evaluation. What constitutes credible information? How does source type contribute to relevance, authority and point-of-view? How do I evaluate and cite born-digital images and online sources? All modules incorporate common core concepts.
Show me how to embed these modules and create a widget for my LibGuide or website Introduce younger researchers to topics of authorship, source type, and the importance of critical thinking and original work. Suggested Level: Elementary - Middleshow me Build information literacy skills in the developing scholar with added support for a variety of source types and digital literacy skills.
Suggested Level: Middle - Highshow me Promote research independence through advanced information-evaluation support that covers a broad range of source types. Suggested Level: High - Universityshow me.