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Information Literacy Instruction: Ray Howard Library

Shoreline Community College's Information Literacy General Education Outcome is embodied in the library's Information Literacy Plan.

Information Literacy Plan

Definition of Information Literacy

Information literacy is the ability to recognize when information is needed and to locate, evaluate, and effectively use the needed information. Inside the framework of Shoreline’s Information Literacy Program students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society.

According to the Association of College and Research Libraries Information Literacy Framework:

Information literacy forms the basis for lifelong learning.  It is common to all disciplines, to all learning environments, and to all levels of education. Information literacy is a spectrum of abilities, practices, and habits of mind that extends and deepens learning through engagement with the information ecosystem. It includes:

• understanding essential concepts about that ecosystem;

• engaging in creative inquiry and critical reflection to develop questions and to find, evaluate, and manage information through an iterative process;

• creating new knowledge through ethical participation in communities of learning, scholarship, and civic purpose; and

• adopting a strategic view of the interests, biases, and assumptions present in the information ecosystem.

 

Role of IL on College Campus

Information literacy is integral to the intellectual development of students at Shoreline Community College and is enumerated among the General Education Outcomes for the college. The library faculty collaborates with faculty among all disciplines to promote and instill Information Literacy outcomes into the curriculum.

Library Mission:

Our user-centered library is committed to teaching, creating, and managing powerful resources in collaboration with students, faculty, and staff. We connect people with knowledge and create lifelong independent learners.

 

 

Instruction Program Goals

We provide instructional programs to support our students’ wide range of educational goals and learning styles.  The library instruction program is designed to achieve the following goals:

 

  • Students develop information literacy skills that promote independence in pursuing information of both an academic and personal nature.  The program will facilitate this skill building through direct instruction, contact with the reference desk and building familiarity with the use of library resources.

  • Faculty will develop curricula that incorporate information literacy appropriate to student need.  In support of our mission, library faculty and the wider college will collaborate to allow for the evolution of IL curricula, to incorporate changing technology and to respond to our dynamic campus needs.

  • College community benefits from the instruction program both in and out of the classroom and contribute expertise and feedback so that the program achieves continued growth in relevant directions.

 

Targeted Classes for Instruction

 

  • English 101: English Composition I
    Course description ENGL 101 (as of March 2013):  Students write essays that display focus, organization, appropriate style, and technical control. They develop skills in critical thinking and close reading of texts and respond in writing and discussion to assigned topics. 100, or equivalent with a 2.0 or better, or instructor permission. Student option grading

Desired Information Literacy learning outcomes for this course typically include:

  • Introduction to the library: physical and virtual tour facilitated by collage activity

  • Keyword Generation from Research Question

  • Synonym use for searching purposes

  • Conceptual understanding of the Internet

  • Evaluation of sources skill set

 

The Framework Concepts applicable to the learning outcomes are:

 

Classroom instruction typically 1-3 fifty minute workshops but these hours of classroom instruction can be implemented in other ways as the instructor and librarian see fit.

 

  • English 102: Composition II Writing from Research
    Course description ENGL 102 (as of March 2013): Students write research essays on various topics. Using both traditional and new information technologies, they develop skills as researchers, critical thinkers and writers of documented analysis and argumentation. Themes of individual sections are available at the online English page. Prerequisites: Completion of ENGL& 101 with a grade of 2.0 or better. Student option grading.

Desired Information Literacy learning outcomes for this course typically include:

  • Develop strategies for selecting research topics, formulating research questions, and carrying out research.

  • Identify and use different kinds of secondary sources.

  • Use library and other search tools to identify research material.

  • Cultivate strategies for finding, organizing, and storing information.

  • Exercise critical thinking strategies for reading and understanding a variety of source types.     

  • Exercise critical thinking strategies for evaluating and understanding a variety of source types.

 

 

The Framework Concepts applicable to the learning outcomes are:

  • Format as Process

  • Searching is Strategic

  • Scholarship As A Conversation

  • Information Creation As a Process

Classroom instruction typically 1-3 fifty minute workshops but these hours of classroom instruction can be implemented in other ways as the instructor and librarian see fit.

  • PSYC& 100: General Psychology

Course provides an introduction to the scientific study of the biological, mental, and social factors that influence human behavior. Topics covered include: personality, learning, memory, critical thinking, intelligence, psychological disorders, and treatments.

Desired Information Literacy learning outcomes for this course typically include:

  • Database Searching:

    • Boolean Searching, Keyword breakdown and derivation, narrowing capabilities

  • Identification and understanding of Scholarly/Peer Reviewed Scientific articles

  • Comprehension of the structure of Peer Reviewed scientific articles

  • Familiarity with the library webpage and how to access sources online

  • Understanding the difference between popular and academic periodical

 

The Framework Concepts applicable to the learning outcomes are:

  • Research as Inquiry

  • Scholarship is a Conversation

Information literacy instruction typically includes online tutorials and assignments built to go with the flipped content but instruction can be implemented in other ways as the instructor and librarian see fit.

  • CMST & 101: Introduction to Communications

Students learn verbal, nonverbal and listening skills essential to effective living and become competent communicators by applying interpersonal, small group, public speaking, and cross-cultural communication theories to a variety of contexts including the workplace, communities, and families. Prerequisite: Successful completion of ESL 100/ENGL 100 or higher.

Desired Information Literacy learning outcomes for this course typically include:

  • Exploration of the information/publication cycle

  • Introduction to reference materials-background researching skills

  • Familiarity with the library webpage and how to access sources online

  • Research questionThesis statement processes

  • LP for the class speech that requires the most research (instructor dependent)

The Framework Concepts applicable to the learning outcomes are:

  • Information Creation as a Process

  • Research As Inquiry

  • Authority is Constructed and Contextual

Classroom instruction typically 1-3 fifty minute workshops and a LP but these hours of classroom & reference instruction can be implemented in other ways as the instructor and librarian see fit.

 

 

Program Objectives 2013-2015

The following objectives guide our activities and shape the direction of our program.  They describe the impact we hope to make as we develop the program

 

  1. Designing tools that faculty can use to offer IL content to students for the flipped classroom model

  2. Implement curricula that instills the concepts of IL and develops familiarity with the tools and resources of the library

  3. Seek broader reach with faculty, particularly those who teach online

  4. Build IL partnerships within Chemistry, Psychology, Communication Studies, and English disciplines

  5. Develop and implement programming for embedded librarianship for online and face to face classes.

  6. Assess ten percent of our instruction online and in person