E-Learning: IL Instruction &
Out-of-the-Box Software
The Information Literacy
Education (ILE) project
Steve Borrelli Instructional
Design Librarian
Washington State University
The Scenario:
Institutes of Higher Education are incorporating
Information Literacy (IL) into their institutional
goals
Instructors/Academic departments are assessing
their classes/programs and often finding that
students in their programs are weak in IL
Result: A scramble trying to determine the best
way to incorporate IL into their classes/programs
The Challenge:
How do you meet the needs of large
numbers of classes who want to
incorporate Information literacy
instruction in a scalable way?
The foundational underpinnings of this project
are comprised of the following:
In 2002, WSU launched an overarching strategic
plan with its number one goal of offering the best
undergraduate experience in a research university.
In 2006, the Six Learning Goals of the
Baccalaureate were adopted by the university.
Information literacy became further institutionalized
as a paramount outcome of WSU undergraduate
education.
In 2007, the Library Instruction Department received
a WSU Teaching and Learning Improvement Grant
from the Offices of the Provost and Undergraduate
Education.
From https://ntserver1.wsulibs.wsu.edu/ile/
Information
Need
The Assignment
Information
Need
5) Crop report Due: Oct. 24 (100 pts)
Choose a crop of interest to you (other than the crops listed on the lecture
part of the syllabus).
Write a 3 - 4 page double-spaced, type written paper on the production
requirements, including a general production schedule, for the crop. In
addition, include the findings of a current (published after 2000) research
project involving the crop and current statistics on production (acreage) and
value.
Use at least 4 information sources - no more than one of each of the
following: scholarly journals, newspaper, book, personal communication,
trade journal, and website.
Create an additional 1-page section of the paper discussing the different
types of information found in each of the sources you used. Describe how
each was useful in creating your paper.
Using
Information
Accessing
Information
Evaluating
Information
Introduce
Deliverables
Multiple
Assessment
Tools
Provide
Instruction
1.
2.
3a.
3b.
1.
1.
2.
3a.
3b.
3a.
1.
2.
3a.
3b.
3b.
Assess
Learning
Assess
Learning
Assess
Transfer
Assess
Transfer
Well, what do people think?
Comments from Instructors:
Sources used in student papers are:
– More relevant
– More current
– No longer taking the first 5 sources
Using 1 as the main source to explain everything
Teresa Cerny-Koenig Hort/Crops 102 Instructor
What was the most important thing you learned
from doing these information literacy exercises?
“I think the most important thing I learned
was the usefulness of Washington State
University's online library resources. They
were extremely helpful in the research of
geology articles, and I am sure would be
equally as useful for researching other
topics. “ Soph. Comm. student
What was the most important thing you learned
from doing these information literacy exercises?
“How to find scholarly sources” Fresh. Undecided
“How to weed out the good sources from
the bad ones” Soph. Biol. student
“I learned more about MLA Format which
can help me throughout my college
experience, and it helped me explore and
become more efficient using the online
library.” Soph. Advertising
Questions??