Incorporating Information Competency into the Curriculum

1
Incorporating Information Competency into the
Curriculum

• Carol Womack
• Santa Monica College Library
• http//homepage.smc.edu/womack_carol/Library15/def
  ault.htm

2
The Project

• Present the project as you would give it to your
  studentsGoals  identify (or quantify) what you
  are trying to accomplish and what students will
  learnTopic or range of topics
• limit as much as possible
• set parameters
• identify timelines, if necessary

3
History

• Academic Senate resolutions for IC graduation
  requirement
• 2002 Board of governors
• Present on hold

4
The Grant

• Santa Monica College
• Fund for Instructional Improvement
• 97,048
• Fall 2001 Summer 2002

5
Background

• Initiated by faculty
• Info comp need
• Info Comp Task Force
• SMC
• 30,000 students
• 90 academic programs
• 20 vocational programs

6
The Goal

• Promote innovation via faculty/staff development
• Develop lifelong learners

7
The Objectives

• To establish a common core of understanding
• what information competency is (and isnt)
• its importance in instruction
• faculty required to incorporate information
  competency assignments in their classes.

8
The Objectives

• To create information competency assignments
• To increase students level of competency
• To create an information competency course
• To present the course online

9
The FII Grant Team

• Director of Academic Computing
• Assistant Dean, Library
• Dean, English Dept.
• President, Academic Senate
• Chair, Professional Development Committee
• Chair, Curriculum Committee
• BI Librarian

10
The Procedures

• Create a series of modules covering info comp
  issues
• Technology changes
• Pedagogical impact
• Best practices

• Faculty practicum (summer session)
• Pilot Test (History 10)
• Distance ed class for students

11
Benefits

• For the California Community College System
• Presentation and dissemination of info comp
  professional development curriculum

• For Faculty
• Understanding concepts of info comp
• For Students
• Development of info comp skills

12
The Process

• Info Comp task force recommendations
• Content
• Audience

• Creation of 2-unit class
• Pedagogy
• Assignments
• Organization
• Presentation

13
The Info Comp Team

• Project Director - Jennifer Merlic, Director of
  Academic Computing
• Faculty
• Carol Womack (Library)Team Leader
• Lawrence Driscoll (English)
• Nancy Grass-Hemmert (Speech)
• Richard Bailey (Business)
• Information Competency Task Force

14
The Product

• Library 15/Education 152 unit class
• Debut summer 2002
• Faculty English, History, Business, Nursing,
  Library
• http//homepage.smc.edu/womack_carol/Library15/

15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
Research planning and design

• Planning
• define the writing assignment/assessing the
  situation
• specify general purpose (inform, persuade,
  entertain)
• specify audience (teacher, classmates,
  professional organization  
• specify recency required (10 yrs. vs. 6
  months--is old info still relevant?) 
• specify the scope of the topic to be covered

24
Research planning and design

• exploring the topic
• generating ideas
• quantity not quality

25
Research planning and design

• Creating a working thesis

26
Research planning and design

• Creating a research plan

27
 Process

• Current or  historical information needed 
• Select books  Library online catalog
• Select periodical articles  Library
  databases--indicate which ones
• Select websites  search engines
• Evaluate sources
• Cite sources(?)
• Annotate bibliography or rank sources and explain
  ranking

28
Class Plan

• students will present a class assignment they
  have designed, incorporating information
  competency elements.
• Presentations may utilize PowerPoint, eCompanion,
  web page or other presentation software.  
• Information exchange  students will
  compare/contrast assignments, recognizing
  differences required by discipline, offer advice
  and suggestions.
• Class evaluation.

29
The Nature of Research, by Discipline

• Arts Humanities
• current and historical research
• primary and secondary research
• criticism of the work itself

30
The Nature of Research, by Discipline

• Social Sciences
• current and historical research
• statistics
• behavior studies

31
The Nature of Research, by Discipline

• Business
• current research for competitive intelligence
• historical performance data

32
The Nature of Research, by Discipline

• Law
• historical precedent case law
• current competitive intelligence

33
The Nature of Research, by Discipline

• Science
• current info needed most historical info
  important
• clinical trials, experiments
• search for proof
• blends logic and imagination

34
evaluating websites

• Go to this website website http//pubweb.acns.nw
  u.edu/abutz/di/dc/camps.html
• Is this a valid site?  Why?  or Why not?  Use
  the FIVE CRITERIA FOR EVALUATING WEB PAGES in
  your response.

35
Searching a library database

• Find the 10 colleges in California which offer a
  master's degree in sports medicine.
• Name the schools.  (5 points)
• Describe how you found them. (5 points)
• (CollegeSource)

36
Searching a library database

• Find the most current home prices for your
  neighborhood. Where did you look first?  why?
• Where did you find the answer?
• (RAND California)

37
Searching a library database

• Find a copy of Martin Luther King Jr's I Have a
  Dream speech. Where did you look first?
• Where did you find it?
• (Landmark Documents in American History)

38
Researching a Country

• Look up a country in CountryWatch.  Look up the
  same country in the CIA World Factbook
• http//www.cia.gov/cia/publications/factbook/index
  .html
• Do both sites say the same things about the
  country?  Where are there differences?

39
Searching a library database

• Ford recently announced that it would market its
  Jaguars, Aston Martins, Land Rovers, and Volvos
  to a particular population group in the U.S. 
  Find an article that identifies that group.
• Where did you look first?
• Where did you FIND the article?
• What is the population group?(ABI/Inform)

40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47

Creating Assignments http//library.smc.edu/webres
earch.htmlTeaching http//www.sacollege.org/stude
nts/library/nealley/pathfinders/effective_assignme
nts.htmhttp//www.lib.umich/edu/instruct/assignme
nts.tips.htmlhttp//servercc.oakton.edu/wittman/
find/assign.htm http//www.sacollege.org/students/
library/nealley/pathfinders/effective_assignments.
htmhttp//www.csuchico.edu/lins/assignments/promo
ting_infolit.htmlhttp//www.library.fullerton.edu
/information_comp/Assignments.htmhttp//www.libra
ry.csuhayward.edu/library_assignments.htmhttp//l
ibrary.csun.edu/assign.htmlhttp//dometest.sdsu.e
du/about/depts/instruction/pitfalls.shtmlhttp//w
ww.lib.berkeley.edu/TeachingLib/Tips.htmlhttp//l
ibrary.tamu.edu/reference/instruction/successassig
n.htmhttp//www.lib.umd.edu/UES/assignment.htmlP
IThttp//www.library.wisc.edu/libraries/Steenbock
/bipage/assignqu.htmhttp//www.bgsu.edu/colleges/
library/infosrv/lue/effectiveassignments.htmlhttp
//www2.canisius.edu/canhp/canpub/ciq/CIQ_May96/li
brary.html
48
Term Paper Alternatives http//www.lib.berkeley.e
du/TeachingLib/PaperAlternatives.html   Writing
Learning Outcomes http//www.aallnet.org/prodev/o
utcomes.asp   Improving Assignments http//www.cs
ulb.edu/ttravis/GESI/revised.htm
49
Future

• Expand scopelifelong learning
• Work with other faculty and librarians
• K-12
• 4-year higher ed institutions