The Continuum: Information literacy from here to eternity

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The Continuum Information literacy from here to
eternity

• Leslie Warren
• Information Literacy Librarian
• Moraine Valley Community College

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K-12 Goals objectives

• Illinois Learner Standards
• English Language Arts, Goal 5 Research
• AASL - Information Literacy Standards for Student
  Learning (from Information Power)
  http//www.ala.org/ala/aasl/aaslproftools/informat
  ionpower/informationpower.htm

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Reality activity

• What does your typical senior do that
  demonstrates his/her information literacy
  abilities?
• What does your typical senior do that
  demonstrates his/her information literacy
  challenges?

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College/university goals

• ACRL - Information Literacy Competency Standards
  for Higher Education http//www.ala.org/ala/acrl/a
  crlstandards/informationliteracycompetency.htm
• Illinois Articulation Initiative
  (IAI)www.itransfer.org
• College-specific (e.g., Moraine Valleys general
  education objectives)

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Guidance at the crossroads

• Standards for Success Project Knowledge and
  Skills for University Success
• What must students know and be able to do in
  order to succeed in entry-level university
  courses?
• www.s4s.org
• 2003, American Assn of Universities Pew
  Charitable Trusts

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An excerpt from English standards

• A huge part of the information gathering process
  takes place outside of the classroom. Successful
  students know how to make a research plan and
  carry it out What questions need to be asked,
  who has the knowledge and authority to answer
  them and what sources can be used to answer those
  questions.

Understanding University Success, p. 19
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• Also, students should have, or at least be able
  to develop quickly, the following skills
• The ability to identify a source. Students must
  understand what plagiarism is, and understand the
  ethics of writing.
• The ability to distinguish the degree of quality
  and reliability of information.
• The ability to connect information from sources
  to support an argument. Students need to know the
  difference between primary and secondary sources,
  and ask themselves whether the evidence they have
  found is weak or strong, and how that evidence
  helps create a cogent argument.
• The ability to be disciplined in doing research,
  regardless of what the field may be.

Understanding University Success, p. 19
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Projects to build bridges
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Information Literacy Summit
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Moraine Valley
Illinois Central
John A. Logan
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Statewide IL listserv

• ILLINOISINFOLIT-L  list 
• To subscribe
• Send email to listserv_at_ilstu.edu
• In the body of the email type
• SUBSCRIBE illinoisinfolit-l ltyournamegt
• Thanks to Dane Ward at Illinois States Milner
  Library

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NILRC IMLS GrantInformation Literacy for the
21st Century Learner
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(No Transcript)
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NILRC grant activities

• Year 1 (2003-04)
• Form collaborative groups
• Identify IL objectives to emphasize
• Develop IL assessment instrument
• Year 2 (2004-05)
• Pre-test to identify instructional needs
• Develop instructional activities
• Post-test to assess progress
• Share

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Grant results

• Common understanding of IL and its ties to the
  academic curriculum
• Instrument to assess IL abilities needed to
  succeed in college
• Instructional resources for high school and
  college levels

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What else?