The Information Literacy (IL) and Information Technology (IT) Teaching and Learning Circle. Summary, Overview and Index

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1 The Information Literacy (IL) and Information Technology (IT) Teaching and Learning Circle Summary, Overview and Index The IL-IT Teaching and Learning Circle met during the summer and fall of The group made its presentation of the College Community on February 27, The presentation was called: "What will the St. John Fisher graduate who is Information Literate and fluent in Information Technology look like? Several documents were circulated for use and discussion and they are attached to this document. They are: 1. The Il-IT group s position statement 2. Information Literacy Goals for SJFC students 3. Information Technology Goals for SJFC students 4. Goals and Outcomes for the First-year Learning Community students 5. Library Hands-On Orientation Worksheet In Powerpoint The discussion at the workshop was stimulating and engaging. A number of ideas were generated about student IL/IT capabilities and what level they should be addressed at. People felt that a number of basic skills need to be taught to all students entering Fisher, such as: Ethics/legal issues Media Sharing and ethics Plagiarism Ability to discriminate quality of sources and fact vs. opinion Create position or argument backed up by evidence Differences in types of discourse between IM, with friends, and professional discourse on . Some of these entry-level goals are currently being addressed in the Freshman Learning Communities (see document # 4), and Freshman Seminars. It became clear that one very weak link is transfer students. We have no entry level or catch-up program for them. People also felt that IL/IT training then needs to be continued and refined within each student s major program. These IL/ IT skills need repeated practice in different courses (contexts) for them to become life skills for students. Each course should have at least one IT/IL component They need to develop so that they can have an intuitive approach to software, through practice and exposure, not just know set programs.

2 (1) Information Literacy and Information Technology Fluency Teaching and Learning Circle Greg Austin, James Lohrey, Dave Pate, Tam Spitzer, Mary Wadhams, Lori Wagoner We live in an era of rapidly expanding information and rapidly changing technology. If St. John Fisher College seeks to prepare students for the graduate school, professional, and work environments they will enter upon graduation from St. John Fisher, it is critical that our graduates possess both Information Literacy and fluency in Information Technology. Students must be introduced to Information Literacy and the tools of Information Technology when they enter SJFC as either freshmen or transfer students. These skills then need to be further developed, practiced, and mastered as they progress within their major programs. Upon graduation, the SJFC graduate should possess Information Literacy and fluency in Information Technology consistent with graduate school and employment expectations for their major programs. The challenge that faces all of us is to identify and articulate the skills that our graduates will need and to integrate them in meaningful ways into both our core curriculum and our major programs. DEFINITIONS AND BACKGROUND INFORMATION: INFORMATION LITERACY: Being able to determine the nature and extent of the information needed, access the information effectively, evaluate the information critically, utilize and incorporate the information purposefully, and understand the proper legal and ethical access and use of information and information technology (adapted from ACRL Information Literacy Competency Standards for Higher Education, 2000, Middle States Standards, 2002; and Fisher s ITIL Team, INFORMATION TECHNOLOGY FLUENCY: Fluency with information technology goes beyond traditional computer literacy. Computer literacy calls for a minimal familiarity with technological tools like word processors, , and Web browsers. By contrast, Information Technology Fluency requires a broader and deeper understanding of information technology that enables one to apply it at work and in everyday life, to recognize when information technology would assist or impede the achievement of a goal, and to continually adapt to the changes in and advancements of information technology (adapted from Being Fluent With Information Technology, National Academy of Sciences, 1999, Middle States: Characteristics of Excellence in Higher Education: Eligibility Requirements and Standards for Accreditation, Middle States Commission on Higher Education, In the most recent Middle States standards for accreditation, the ACRL definition of Information Literacy is utilized. It is then stated, Information literacy is vital to all disciplines and to effective teaching and learning in any institution. (p.32). In addition, Middle States states that an accredited institution is characterized by (amongst other goals): general education requirements assuring that, upon degree completion, students are proficient in oral and written communication, scientific and quantitative reasoning, technological capabilities appropriate to the discipline, and information literacy, which includes critical analysis and reasoning (p. 38), St. John Fisher Strategic Planning Goals: Goal Area One Academics, Curriculum, and Student Learning Outcomes, Plan and implement a campus-wide information literacy program that carries students through their entire length of study, promotes lifelong learning, and is assessable Identify student-learning outcomes pertaining to fluency in information technology and develop a plan to integrate this competency into the curriculum.

3 (2) Information Literacy Goals for St. John Fisher College Students February 27, 2003 I. Determine the nature and extent of the information needed: I. Understand from working with instructors and peers what information is needed for an assignment II. Develop a working idea and questions based on the information needed III. Identify a variety of types and formats of potential sources for information (books, journals, databases, websites) as well as the audience of these sources (popular, scholarly, discipline-specific) IV. Plan a strategy to access information, based on availability, and make decisions about seeking outside resources (Interlibrary Loan) II. Access information effectively and efficiently: I. Select appropriate information retrieval systems and sources II. Formulate search strategies for a variety of systems and formats using keywords, synonyms, and controlled vocabulary terms III. Assess the quality and relevance of search results IV. Revise the search and repeat as necessary to meet the information need V. Document sources used in correct citation format for MLA, APA, or Chicago styles III. Evaluate information and its sources critically and incorporate selected information into his/her knowledge base and value system: I. Summarize the main ideas to be extracted from the information gathered, restate concepts and data accurately, and identify material to be quoted II. Investigate differing viewpoints encountered in the literature and determine whether or not to incorporate viewpoints encountered III. Validate the understanding and interpretation of information by participating in classroom discussions, class-sponsored electronic communications, or other appropriate forums IV. Individually, or as a member of a group, use information to accomplish a specific purpose: I. Apply information to the planning and creation of a particular product or presentation II. Integrate new and prior information in a manner that supports the desired purposes, including quotations, paraphrasing, and appropriate sourcing III. Revise the development process by considering successes, failures, and alternative strategies IV. Communicate the product or presentation effectively to others by selecting an effective medium, incorporating technology applications and design principles, and clearly convey concepts to the target audience V. Understand many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally: I. Understand many of the ethical, legal, and socio-economic issues surrounding information and information technology, such as intellectual property, privacy, and censorship II. Follow laws, regulations, institutional policies, and etiquette related to the access and use of information resources, including a clear understanding of what constitutes plagiarism III. Acknowledge the use of information sources through the consistent use of an appropriate documentation style

4 (3) Information Technology Goals for St. John Fisher College Students February 27, 2003 I. Employ word processing software to communicate effectively in writing: Create, save and print electronic materials Format footnotes, sources used, and bibliographies appropriately Edit electronic documents using spell check, grammar check, and online editing features Draft successive versions of materials as either separate documents or using document versioning capabilities II. Efficiently communicate information using electronic mail software: Read, reply to, and print electronically received messages Create, address and send messages to others Organize materials received by including grouping, managing, and archiving Attach documents to messages Manage time and appointments using online calendar software III. Utilize web-based information management tools to participate in course activities: Locate, retrieve, and print or save to file course materials such as the syllabus and assignments Access resources such as presentations and external links to Internet information Discuss issues and topics using discussion boards Share information or documents through collaborative work areas IV. Enhance effective oral communication using presentation software: Present key facts, research, or findings in an effective and interesting manner Visually convey information using graphics, pictures, charts or graphs Summarize information in a manner geared to the intended audience Produce notes, handouts, and speaker notes which can be used with the presentation V. Access Internet resources using web browsers: Search and evaluate Internet information sources Extract information from documents, web pages, or databases Cite information used from websites, databases, journals, or other sources Quote materials used in preparing work Understand academic honesty issues involving electronic plagiarism VI. Use spreadsheet software to organize, manipulate, and manage information Enter or import data into a spreadsheet Label and source information used appropriately Apply formulas and functions to numeric data Create charts or graphs to show relationships between variables Display information graphically which can be incorporated into documents or presentations

5 (4) GOALS AND OUTCOMES FOR FIRST- YEAR LEARNING COMMUNITY STUDENTS St. John Fisher College Draft - 8/28/01 GOALS Learning Community students will integrate classroom experience and campus life engage in active, participatory learning develop a sense of community through collaborative work examine a complex topic from multiple perspectives discover connections among various disciplines be academically engaged within and beyond the classroom understand how to locate, evaluate, and cite information OUTCOMES Students who complete a Learning Community experience will have developed positive relationships with peers worked effectively in collaboration with others. learned to appreciate differences among co-learners demonstrated their understanding of a topic from multiple perspectives contributed to campus life by organizing and/or participating in co-curricular activities learned to summarize, validate, and incorporate new information Rev 8/28/01