Collaborative Integration of
Information Literacy:
A Progress Report
from General Chemistry Course
Jung Oh
Associate Professor of Chemistry
Department of Arts, Sciences and Business
College of Technology and Aviation
Kansas State University-Salina
jroh@sal.k-state.edu
Information Literacy (Fluency)
Faculty and Librarian Partnership
Jung Oh, Ph.D.
Associate Professor of Chemistry / General Chemistry
Judy Collins. Ph.D.
Assistant Professor of English / Technical Writing
Beverlee Kissick. Ph.D.
Director of Libraries, Sociology/Educational Technology
Alysia Starkey, MLS
Technical Services/Automation Coordinator
Background
• One of nine K-State University Colleges
College of Engineering Technology and Aviation
• Associates and Bachelors degrees
• Approximately 1,000 students
• Introductory / General Chemistry Courses
mechanical and electronic/computer
engineering technology
elective natural science courses
•
UGE (University General Education) course
To incorporate an active learning environment and
an opportunity for students to connect ideas
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What is Information Literacy (Fluency)?
• “Set of abilities requiring individuals to recognize when
information is needed, and have the ability to locate, evaluate,
and use effectively the needed information.”
American Library Association (ALA) Definition of IL
• “It is a prerequisite for participating effectively in the Information
Society and part of the basic human right of life long learning."
US National Commission on Library and Information Science, 2003
• “ may be seen as a process; as an amalgam of skills, attitudes
and knowledge; as the ability to learn; or as a complex of ways
of experiencing information use.”
Bruce, C. (August 2000). Information literacy programs and research:
an international review, Australian Library Journal, 49, 209-218.
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ACRL’s Characteristics of
Successful Info Lit (IL) Campuses
Association of College and Research Libraries
• IL is a learning issue not a library issue
• Strong partnership between librarians and faculty
in planning and implementing IL curriculum
• IL integration into student learning outcomes
Assessment on progress
• IL skills institutionalized across the curriculum
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Standards for Science, Engineering/Technology
by ALA/ACRL/STS on IL for Science & Engineering/Technology, 2006
IL literate students
1.
determines the nature and extent of the information needed.
2.
acquires needed information effectively and efficiently.
3.
evaluates the procured info- and its sources, decides whether or
not to modify the initial query and/or seek additional source and
whether to develop a new research process.
4.
understands the economic, ethical, legal, and social issues
surrounding the use of info- and its technologies, uses infoeffectively, ethically, and legally to accomplish a specific purpose.
5.
understands that IL is an ongoing process and an important
component of lifelong learning and recognizes the need to keep
current regarding new developments in his or her field.
http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm
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The Characteristics of Effective
Information Literacy Assignments
•
•
•
•
Originate from course subject matter
Show students the purpose of research and its benefits
Emphasize analysis of issues over answers
Assist students with planning,
before /during information retrieval
• Provide opportunities for feedback throughout the process
from instructor, peer, librarian
• Introduce competencies in stages
• Discuss the process, not just the project
(encourage transfer of skills)
Werell, E.L. and Wesley, T.L. (1990).
Promoting Information Literacy through a faculty workshop
Research Strategies, 8(4), 172-180.
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Information Literacy Assessment
• At least four levels assessment of IL
library, classroom, on campus, beyond the campus
• Importance of not separating IL from the overarching
goals of education and the overall assessment of
students learning
• Do students have technical, conceptual and critical
thinking skills of IL to succeed their profession?”
Iannuzzi, Patrcia (1999)
We Are Teaching, But Are They Learning: Accountability Productivity, and
Assessment Journal of Academic Librarianship, Vol. 25, No .4 (1999): 304-5
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IL integration into general chemistry course
• responsibility
faculty and librarian
collaborative partnership
• content
assignments focusing
on concepts and process
• teaching methods
facilitate and guide
• assessment
competency
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Partnership Development
2003 Instructor and librarian individual approach for IL
2004 Building Instructor and Librarian partnership
Library In-service lecture
Chemistry Section Guide for resources
Technical Writing Course student collaboration
2005 Strengthening/expanding partnership
Assignment and process revision
Writing Center collaboration
Technical Writing Course student collaboration
2006 Integrating partnership
Lecture on IL by instructor
Follow-up individual consultation by librarian
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Students Interact with
• Course Instructor
Assignment guideline, lecture on IL
• Librarians
In-Service guest lecture/face to face consultation
• Writing Center faculty/staff
Report consultation
• Peers from same/different course
Chemistry / Technical Writing
• Integration of Technology – Virtual Team
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General Chemistry Assignment
I.
Pre-lab activity for “Chromatography” lab
Search for information about chromatography using
database, internet, and/or print references. Find out
how chromatography is used in your field.
II.
Report on “Chemicals in Everyday Consumer Product”
Search for information about the active ingredient
chemicals in your favorite consumer products, using
reliable sources. Reflect as information literate consumer.
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Chromatography Pre-Lab Assignment
Section I: Explain your search path:
What search engine or database did you use?
Explain the steps you followed.
What key words did you type in?
How did you narrow your search?
Was the site/source that you started useful for your purpose?
Why or why not?
How did you select the sources you used?
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Chromatography Pre-Lab Assignment
Section II:
Indicate the time spent, separately,
on search and writing:
How many hours did you spend on searching
and evaluating information?
How many hours did you spend on writing and
revising your report?
Section III:
Write a summary of researched information
and explain reasons for choosing sources:
What criteria did you use to select each source?
How many total sources did you select from?
How did you decide which sources were useful?
Explain why.
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Chromatography Pre-Lab Assignment
Section IV: Reflect on your learning experience:
What did you learn about in terms of
subject (chromatography),
discipline (chemistry),
information management, and/or
time management?
How would you manage your time differently if you did this again?
What advice would you give to another student?
What do you think of chromatography and its application for
your life?
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Chemicals in Everyday Consumer Product
Section I: Consumer Products and Active Ingredients
Choose one of your favorite everyday consumer products.
Select one or two “active ingredient” chemicals.
Present the product name and active ingredients name.
Briefly describe why you have chosen a certain product.
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Chemicals in Everyday Consumer Product
Section II: Active Ingredient Chemical Information
Provide chemical name, formula and/or structure of
the active ingredient chemicals.
Investigate the properties and functions of these chemicals.
Explain major uses and applications of these chemicals.
List other consumer products containing these chemicals.
Evaluate benefits and precautions when using products
containing these chemicals.
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Chemicals in Everyday Consumer Product
Section III: Information Evaluation
Indicate whether the information comes from reliable
resources or organizations and why they are reliable.
Indicate what criteria you used to select information, how you
decided which sources were useful and why you did (or not)
use certain sources after researching information.
Section IV: Reflection as information literate consumer
Describe information about the product/the active ingredient
that you did not know before this assignment. Describe any
change that you might make when using the consumer product
after this assignment.
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Database use before & after IL Curriculum
February 2002
February 2005
InfoTrac Retrievals
47
InfoTrac Retrievals
756
InfoTrac Searches
238
InfoTrac Searches
1458
25
Expanded Academic
Retrievals
488
149
Expanded Academic
Searches
1039
Expanded Academic
Retrievals
Expanded Academic
Searches
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IL component perception:
What does the term “Information Literacy” mean to you?
(Mark all that apply.)
Fall 2004 Fall 2005 Spring 2006
Library
CHM
CHM 100 pre and post survey
(N= 373) (N= 30)
(N=27)
36.7%
47.7%
40.8%
36.2%
19.0%
33.5%
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48.1%
66.7 %
55.6 %
40.7 %
14.8 %
40.7 %
55.6
77.8
66.7
74.1
37.0
55.6
80.0 %
80.0 %
70.0 %
75.0 %
65.0 %
65.0 %
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A
B
C
D
E
F
Library Instruction
Computer Literacy
Critical Thinking
Communication
Ethics
Lifelong Learning
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IL perception: Spring 2006 pre-survey
I do expect assignment that requires searching information as part of CHM 110 course work.
4 very
12 somewhat
9 not very
2 none
I am comfortable to search information when an instructor does not give references.
11 very
12 somewhat
3 not very
1 none
I am comfortable to evaluate the web resources.
14 very
9 somewhat
3 not very
1 none
I am comfortable to use database for my assignment effectively.
11 very
10 somewhat
4 not very
1 none
I am comfortable to use my source with proper citation.
12 very
10 somewhat
4 not very
1 none
I agree that lectures on databases and advanced internet search
would be beneficial for my undergraduate learning experience.
7 very
15 somewhat
3 not very
2 none
I agree that class periods designated for lecture for Information Literacy
in Chemistry course were worthwhile.
5 very
17 somewhat
5 not very
0 none
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“Chromatography” Reflections
Student: Self-statement on the time spent for “Chromatography”
average time spent for the assignment
2003
1.5 hours
2004
2.9 hours
Library In-Service Lecture
2006
4.7 hours
IL lecture by faculty
Library face to face consultation
Writing Center consultation
Instructor observation
quantity of cited references and quality of search path
and resources show improvement
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Student Survey at the end of semester
Spring 2004 General Chemistry (CHM11) Student Survey
Q. Library Inservice lectures on databases and
advanced internet search were beneficial.
44% agreed or strongly agreed.
3.2 in 1-5 scales with 5 as strongly agreed.
Q. Class periods designated for library lectures for Information
Literacy were worthwhile.
45% agreed or strongly agreed.
3.2 in 1-5 scales with 5 as strongly agreed.
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Students’ reflection
“- Doing the research before gave me a good idea of the procedure and the
daily life applications of chromatography”
“- I also learned a great deal about writing a good lab report in the many
revisions we did on our reports.”
“ - My initial thoughts of chromatography and electronics were that the only
correlation would be manufacture of chromatography devices. I was
surprised to find that the use of chromatography is becoming so
instrumental in the reliability of electronic components and in particular
semiconductor devices.”
“ - I prefer doing Internet searches, but I do know the limitations with that. For
one, not all of the information can be trusted or are reliable. The one
advantage of the Internet has over subscription-based databases is that
information on the Internet can more current and up-to-date. The down side
with that is that it is usually very “raw.” ---
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Group Presentation
(chemistry/technical writing courses)
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Group Communication
• Pre-lab search (internet / database)
“ – Doing the research before gave me
a good idea of the procedure and the daily
life applications of chromatography”
• Inquiry lab
“—gave me a chance to almost be like a
detective –”
• Lab report
“- I also leaned a great deal about writing a
good lab report in the many revisions we did
on our reports.”
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Students’ reflection
• Pre-lab search (internet / database)
“ – Doing the research before gave me
a good idea of the procedure and the daily
life applications of chromatography”
• Inquiry lab
“—gave me a chance to almost be like a
detective –”
• Lab report
“- I also leaned a great deal about writing a
good lab report in the many revisions we did
on our reports.”
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Lessons learned
• Recognize the importance of timing and tailoring of IL instruction.
• Be flexible and enjoy the learning experience.
Don’t worry about making everything perfect the first time.
• For librarian, remember it is the faculty member’s course.
For faculty, remember the librarian has a specific set of skills
that can complement your own.
• Focus on integration.
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Questions?
Thanks!
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