“Just when
the
caterpillar
thought
life was
over, it
became the
butterfly”
Karen Cowden, M.A. Ed
Professor of Reading
Valencia College
 You


Learn how to integrate “Information Literacy” in
your current course design – with minimal stress.
Evaluate your “Informational Literacy”





will be able to…
Describe the “ABC3” method of evaluating websites
Evaluate websites for validity and reliability using a
rubric
Differentiate informal and formal research
Identify tools and support services for integration
Contribute to the campus database for students
and citizens
 The

first thing:
Combine skills formerly taught through
traditional delivery models into an information
literacy model.

It really can be easy!
Traditional
Delivery
Model
Information
Literacy
Delivery
 The

second thing:
Consider what makes a student “information
literate” in your discipline(s).
Traditional
Literacy in
Discipline
Information
Literacy In
Discipline
 www.polleverywhere.com
 http://www.youtube.com/watch?v=77U
PUxB2b7o&feature=related
 Students



Instructors need to teach me the skills that
matter.
Instructors need to make the material
relevant and relatable.
Instructors need to be current.

Instructors need to be….
 College



Instructors
Students need to be well-informed citizens.
Students need to be focused.
Students need to be ready-to-learn.

Students need to be….
 Began
in 2010
 Fourth largest social media mogul
 Google+, LinkedIn, and YouTube combined
have less traffic!
 Retains users 2-3 times more effectively
 Easy to share and focused on limited
feedback allowing individual
research/review.
 Quotes
and inspiration sharing
 Links to reading material/recommendations
 Natural student participation
 “Bulletin Board” of student work
 Quick lead to valuable resources
 The
LibGuides Community Site aggregates all
public content from institutions using
LibGuides.
 It is a useful resource for anybody interested
in learning new things or doing library
research.
 The system harvests the knowledge from
librarians at thousands of institutions
worldwide.Retaining users 2-3 times more
effectively
 Easy to research/review.
Challenge
Solution
Effect
Not enough computers for Integrate cellular data
all students to complete
activities –
the lesson/activity!
• Poll everywhere
• Pinterest
• Google Hangouts
• Google Docs
Smoother alignment with
students’ desire for
collaboration, real-world
applications, and dynamic
instruction
Training of instructor on
program takes too much
time and trouble!
Clearly assign parts of the
project to student groups
to create the best
platform and program
Supports students and
instructors in mastering
specific skills and
learning together
Need for more
reinforcement and
practice without
technical difficulties
Supplement each
assignment with a similar
paper/pencil program
along with computer
application
Students and instructors
learn transference skills
alongside the ability to
show compassion and
real-world standards

You will be able to…







Learn how to integrate “Information Literacy” in your
current course design – with minimal stress.
Evaluate your needs for “Informational Literacy”
Evaluate your students’ needs for “Informational
Literacy”
You will learn tips and tricks on how to search
information on the web for curriculum and research.
Identify tools and support services for integration
Contribute to the campus database for students and
citizens
You will measure your course against ACLR Standards



Describe the “ABC3” method of evaluating websites
Evaluate websites for validity and reliability using a rubric
Differentiate informal and formal research
 Choose
an appropriate number of modules
for each course.

Valencia College uses 1 module with four
objectives.
 Create
Power Points and choose videos which
clearly teach the information for each topic.
 Include a writing assignment as part of the
Module work.
Directions:
1.
2.
Log-in to our
Blackboard
course and
locate “Share”
tab.
Complete the
“Informational
Literacy PreCourse Survey”.



Traditional Literacy:
http://www.literacy.org/n
ode/235
http://www.literacy.org/li
nks




Informational
Literacy:
http://www.ala.org/acrl/
standards/informationliter
acycompetency
http://setda.org/web/gue
st/projects
http://www.digitalpromis
e.org/?utm_source=Digital
+Promise+General&utm_c
ampaign=8e4ca98eaeWebsite_Relaunch6_4_201
2&utm_medium=email

In Teams of three:
 Directions:
Decide the definition of
1.
Use the
Informational Literacy
and Informational
“Informational
Literacy for Higher
Literacy Defined”
Education.
2.
3.
4.
handout for your
reference.
Decide as a team
the key concepts
of the term.
Complete the
graphic organizer.
Prepare to share.
Directions:
Each team has 2
minutes to
present their
findings.
lit·er·ate
adjective \ˈli-tə-rət also ˈlitrət\
1. a : educated, cultured
b : able to read and write
2. a : versed in literature or
creative writing : literary
b : lucid, polished <a
literate essay>
c : having knowledge or
competence <computerliterate> <politically
literate>
il·lit·er·ate
noun \(ˌ)i(l)-ˈli-t(ə-)rə-sē\
1: the quality or state of
being illiterate;
especially : inability to
read or write
2: a mistake or crudity
(as in speaking) typical of
one who is illiterate
Source: http://www.merriam-webster.com/dictionary/literate