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University Library '' Information Competence in the Freshmen Interest Group '' Training Materials

Information Competence in the Freshmen Interest Group


Training Materials

Description | Abstract | Project Activities & Calendar | Related Course Syllabi | Learning Outcomes |Training Materials | Assessment | Budget | Qualifications

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 *.

 

Workshop Agenda Overview of the Goals of the Workshop What does it mean to be Information Competent? Developing an Assignment Assignments Specific to the FIG Freshman Seminars Sample Research Project Description

 

Agenda June 1, 2001 ~ 9am - 1pm

9:00 - 9:15

Introductions / Name Tags / Pre-Tests

9:15 - 9:30

Overview of the goals of the workshop

9:30 - 10:20

What does it mean to be information competent?

10:20 - 10:30

Results of the pre-test

10:30 - 10:40

Break

10:40 - 11:20

Developing an assignment - tasks & timeline

11:20 - 12:00

Assignments specific to the FIG sections

12:00 - 1:00

Lunch & Information Competence video

 

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_________

 

 

 

 

 

 

 

 

 

__________ Student perceptions__________

 

 

 

 

 

 

 

 

 

 

 

Association of College and Research Libraries Information Literacy Competency Standards for Higher Education

Standard One: The information literate student determines the nature and extent of the information needed.

Performance indicators and outcomes:

 

 

 

 

 

 

 

 


Standard Two: The information literate student accesses needed information effectively and efficiently.

Performance indicators and outcomes:

 

 

 

 

 

 

 

 

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:

 

 

 

 

 

 

 

 

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:

 

 

 

 

 

 

 

 

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:

 

 

 

 

 

 

 

 

 

Developing an Assignment: Tasks and Timeline

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?
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Task 2: ________________________________________
Approximate Date: _______________________________

What methods might you use to address this topic?
  • _________________________________________________
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Task 3: ________________________________________
Approximate Date: _______________________________

What methods might you use to address this topic?
  • _________________________________________________
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Task 4: ________________________________________
Approximate Date: _______________________________

What methods might you use to address this topic?
  • _________________________________________________
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Task 5: ________________________________________
Approximate Date: _______________________________

What methods might you use to address this topic?
  • _________________________________________________
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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

Week of September 11 & 13:

Assessing pre-knowledge & defining topics

Week of September 18 & 20:

Attendance at a general freshman library workshop

Week of September 25 & 27:

Attendance at a searching workshop in the library Meetings with Suzanne to discuss topics chosen

October 2 & October 11:

Gathering information

October 16 & October 25:

Evaluating information gathered

October 30 &; November 8:

Organizing information for your oral presentation Meetings with Suzanne to discuss presentation

November 13 & 15:

Oral Presentations in class

Week of November 27 & 29:

Drafting your written report

Week of December 4 & 6:

Consultation with the Writing Center

December 6:

Written Report due in class

 

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