University Library 
Information Competence in the Freshmen Interest Group
Training Materials
Information Competence in the Freshmen Interest
Group
Training Materials
As part of the "Information Competence in the Freshman Interest Group" Program
at Sonoma State University, a training workshop was offered for the Educational
Mentoring Teams teaching the FIG Freshman Seminars on June 1, 2001. The following
materials were provided as a training packet for instructors; explanatory notes
for these materials are in red and have a *.
Agenda June 1, 2001 ~ 9am - 1pm
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9:00 - 9:15
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Introductions / Name Tags / Pre-Tests
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9:15 - 9:30
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Overview of the goals of the workshop
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9:30 - 10:20
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What does it mean to be information competent?
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10:20 - 10:30
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Results of the pre-test
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10:30 - 10:40
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Break
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10:40 - 11:20
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Developing an assignment - tasks & timeline
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11:20 - 12:00
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Assignments specific to the FIG sections
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12:00 - 1:00
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Lunch & Information Competence video
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Overview of the goals of the workshop
The following goals were seen as crucial to the success of the workshop:
- a recognition that all present possess information competence skills;
- an understanding that the idea of the workshop is to come to a consensus,
to make sure everyone is on the same page;
- a concerted effort to focus on the practical side of the collaboration of
each EMT;
- and, consequently, the development of ideas for incorporation into individual
syllabi, without being overwhelmed by the project.
What does it mean to be information competent?
The group was divided into two subgroups, one consisting of faculty and one
consisting of student peers. Each group was facilitated by either the project
director or the assistant librarian. The group was asked to brainstorm what
it meant to them to be "information competent." Their answers were
recorded on separate whiteboards, after which the groups compared their responses
and worked to fit their responses into the Association of College and Research
Libraries Information Literacy Competency Standards for Higher Education.
The worksheets follow:
What does it mean to be information competent?
| __________Faculty Perceptions_________
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__________ Student perceptions__________
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Association of College and Research Libraries Information Literacy Competency
Standards for Higher Education
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Standard One: The information literate student determines the
nature and extent of the information needed.
Performance indicators and outcomes:
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Standard Two: The information literate student accesses needed
information effectively and efficiently.
Performance indicators and outcomes:
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Standard Three: The information literate student evaluates information
and its sources critically and incorporates selected information
into his or her knowledge base and value system.
Performance indicators and outcomes:
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Standard Four: The information literate student, individually or
as a member of a group, uses information effectively to accomplish
a specific purpose.
Performance indicators and outcomes:
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Standard Five: The information literate student understands
many of the economic, legal, and social issues surrounding the use
of information and accesses and uses information ethically and legally.
Performance indicators and outcomes:
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Developing an Assignment: Tasks and Timeline
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Imagine that you will be asking
students to complete the following assignment in
your FIG Freshman Seminar. What tasks/class
activities do you need to incorporate into the
syllabus to insure that you are addressing the
ACRL's information literacy competency
standards?
Abriged Description of the Assignment:
For this project, you and a partner will
identify and explore an issue of concern to
students abroad which is shared by students in the
CSU system. You will define a topic, do the
appropriate research, develop a thesis statement
and argument exploring and contrasting the issues,
and present your findings in a brief oral
presentation during the week preceding final exams.
You will also collaborate to prepare a 3-4 page
paper developing the fruits of your research.
Task 1: ________________________________________
Approximate Date:
_______________________________
What methods might you use to
address this topic?
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
Task 2: ________________________________________
Approximate Date:
_______________________________
What methods might you use to
address this topic?
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
Task 3: ________________________________________
Approximate Date:
_______________________________
What methods might you use to
address this topic?
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
Task 4: ________________________________________
Approximate Date:
_______________________________
What methods might you use to
address this topic?
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
Task 5: ________________________________________
Approximate Date:
_______________________________
What methods might you use to
address this topic?
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
- _________________________________________________
Other elements to take
into consideration when you are planning your
syllabus?
- ___________________________________________
- ___________________________________________
- ___________________________________________
- ___________________________________________
- ___________________________________________
- ___________________________________________
- ___________________________________________
____________________________________________
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Sample answers to the above:
Task 1: Defining a Topic
- assessing pre-knowledge/sharing an article to inform (CSU homepage, Chronicle
of Higher Education, etc.)
- brainstorming possible topics
- other general class discussion
- brainstorming synonyms to use when searching
- librarian visit to FIG study groups
- ...etc...
Task 2: Finding Information: How do we help them not waste time?
- librarian attending class to present/discuss
- sending student to attend library workshops - general freshman introduction;
searching workshop
- going together to the computer lab to conduct searches
- accountability - keeping the students on track, viewing their sources,
etc.
- ...etc...
Task 3: Evaluating Resources: How do we facilitate this task?
- have students pick one article and analyze per library help guides, then
turn in analysis
- popular vs. scholarly journals: hand out, let them examine, discuss all
together
- biased language via different accounts of the same event (e.g.Malcolm
X assassination)
- ...etc...
Task 4a: Organizing Information: How to help them accomplish this?
- use a handout with topic lines and space for notes
- ...etc...
Task 4b: Presenting Information: How to insure the presentation will be effective?
- brainstorming presentation ideas with them
- one-on-one meetings with instructors
- ...etc...
Task 5: Legal/Social/Ethical Issues: How to make them aware of the issues?
- discussion of Napster or more current intellectual property issues
- discussion of what needs to be cited (not only text, but images, etc.)
- ...etc...
Sample Research Project Description
University 102: Global Languages, Global
Issues
Fall 2001 -- Miner/Toczyski
Research Project
Description
The research project for the Global Languages,
Global Issues Freshman Seminar will allow you to
work with a partner to identify and explore an
issue of concern to students abroad which is shared
by students in the California State University
system. You may choose your own partner as well as
the country/countries you would like to explore. We
will work closely together over the course of the
semester to insure that this project is developing
appropriately over time. In particular, we will
devote class time to the following tasks:
- Assessing your pre-knowledge of the
issues
- Defining a topic
- Strategies for finding
information
- Strategies for evaluating the validity
of your sources
- Organizing your material
- Preparing your presentation
- Preparing your written report
- Understanding legal and ethical issues
of information use
You will also schedule regular meetings with
Suzanne to discuss your progress and planning.
During the classes of November 13 & 15, you
will present the fruits of your research in a joint
presentation before the class. Don't hesitate to be
creative in your presentation techniques! You will
also collaborate to prepare a 3- to 4-page paper
which effectively presents the results of your
research; this paper is due December 6 in class.
You must work with the SSU Writing Center (Schulz
2024) during some step in the preparation of the
written portion of this assignment. This project
will count for 25% of your final grade in the
class.
Research Project
Timeline
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Week of September 11 & 13:
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Assessing pre-knowledge & defining
topics
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Week of September 18 & 20:
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Attendance at a general freshman
library workshop
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Week of September 25 & 27:
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Attendance at a searching workshop in
the library
Meetings with Suzanne to discuss topics
chosen
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October 2 & October 11:
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Gathering information
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October 16 & October 25:
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Evaluating information gathered
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October 30 &; November 8:
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Organizing information for your oral
presentation
Meetings with Suzanne to discuss
presentation
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November 13 & 15:
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Oral Presentations in class
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Week of November 27 & 29:
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Drafting your written report
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Week of December 4 & 6:
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Consultation with the Writing
Center
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December 6:
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Written Report due in class
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