This document discusses strategies for teaching 21st century literacy skills to high school and college students. It begins by defining information literacy and outlining critical thinking skills. It then contrasts old and new models of research and how Google has impacted student research habits. The document outlines faculty expectations for research in college and common student frustrations. It proposes a tiered approach to teaching information literacy skills from basic to advanced. Sample assignments are provided for each stage to build students' skills in summarizing, quoting, paraphrasing, and integrating knowledge from sources. The overall message is that educators must explicitly teach these skills to prepare students for higher education expectations.

1. 21st Century Literacy: High School Transitions
Kathleen Pickens-French
Thomas Atwood

2. Agenda
Information Information Literacy Defined
Literacy
Teachers Understanding the 21st Century Learner—Myths & Reality
Students “Why does it matter?” Student Perceptions & Experience.
College Who’s Responsibility is it? Inside Faculty Expectations.
Expectations
College Too Much Information.
Experience
Strategies Building the Skills Today for Success Tomorrow.

3. INFORMATION LITERACY
•D iscover/Develop an Overview
•Previewing, Examining prior knowledge, Brainstorming, Developing initial questions
•I nvestigate
•Building basic understandings, Narrowing topic
•A nalyze
•Applying critical thinking, Refining keywords, Questioning deeply, Problem solving, Examining concepts
•L ocate/Explore
•Identifying/locating sources, Exploring relationships
•Organize/Apply
•Assessing, Classifying, Categorizing, Synthesizing, Examining, Comparing/Contrasting, Interpreting
•Globalize
•Relating to bigger picture, Seeking global perspective, Considering impact
•Understand/Reflect
•Developing understanding and deep comprehension, Constructing new knowledge, Creating,
Reflecting, Communicating new understandings
•Evaluate
•Evaluating Results. Assessing Learning Process

4. CRITICAL THINKING

5. Research THEN vs NOW
THEN NOW
• Brainstorm • Concept Map
• Narrow Topic • Narrow Topic
• Go to Library • Go to Google
• Find Everything Available • Pick Top 3
• Read/Conduct Research • Write Paper
• Organize Ideas • Find Citations to Include that
• Select Information to Use Support Thesis
• Write Paper • Cite Resources
• Cite Resources Used

6. How Google Killed Research Strategies
And Why Students Love It
• Instant Gratification
• Plethora of Results
• Write First—Research Later

7. Problem with this Approach
Don’t understand search engines
How Results are Ranked
Where Information Comes From
Common Knowledge Conundrums
Cost of Publishing Credible Information
Using Information Ethically
How to Search Effectively

8. Correcting Bad Habits
Make them…
• AWARE of other resources
• Understand the VALUE of different formats
(news, websites, journals, books)
• Teach how to INTEGRATE new knowledge with what they
already know

9. The Big Three
Information Literacy Broken Down
FIND EVALUATE INTEGRATE
Starting Points Relevance to Topic Quote & Paraphrase
Search Strategies Bias/Objectivity Common Knowledge
Expertise of Author Citations
Timeliness of Information

10. Faculty Expectations
1st Year Experiences
Effectively Quote, Paraphrase & Summarize
Integrate Information
Organize Papers in Logical Order
Find Information
Know what Resources are Acceptable

11. College Classes THEN vs Now
THEN NOW
• Lower-level=memorization • Research intense at all levels
• Upper-level=research intense • Interdisciplinary
• Independent research • Collaborative
• Focus on Written Word • Technology Driven
• Physical Library • Multimedia / Visual Literacy
• Virtual Libraries

12. College Student Frustrations
Underprepared to Meet Expectations
Grade Driven—What do you WANT from me exactly??
“Picky” Professors—Why does it matter where I got the
information if it’s right?
Creativity v. Credibility—If I write well, that should be enough
Irrelevant—Doesn’t matter if I can do this
Entitlement—I’m paying for it
The “Coddled”—Training the Parents

13. Plagiarism Paranoia
Why Students Plagiarize
THEN NOW
• Sound Smart • Time Management—Faster than
• Didn’t know how to cite Writing
• Easy—Copy & Paste
• Think it’s all “Common Knowledge”
• Don’t know how to find the original
source (or know that it exists)
• Other Obligations take Priority
• Don’t know how to cite

14. They will do what’s required of them to get the A.
IT’S UP TO YOU TO MAKE IT HAPPEN

15. Strategies
Tiered Approaches
Stage 1
• Basic Background & Use of Reference Resources
• Ability to Summarize
Stage 2
• Use of Newspapers & Magazines
• Ability to Quote
Stage 3
•Introduction to Scholarly Journal Articles & Books
•Ability to Paraphrase
Stage4
•Able to Search/Find Scholarly Articles & Books
•Recognize Value in Different Formats
•Able to Integrate New Knowledge

16. Sample Assignments
Stage 1
Narrowing Topic—Teaching “AND” Search Strategy
Brainstorming Synonyms –Teaching “OR” Search Strategy
Concept Mapping
Creating Outlines
Providing Summary of Background Information

17. Sample Assignments
Stage 2
Collecting Quotations from Newspapers & Magazines
Properly Citing to Highlight Timeliness of Resources
Pro/Con: Locating articles from opposite viewpoints
Bias/Objectivity: Why might those authors have different views?
Reflection: What stood out?

18. Sample Assignments
Stage 3
Write Summary of Scholarly Article
After an Analysis or Critique, assign specific Scholarly Article.
What new insights does it offer?
Compare Scholarly Article to Newspaper or Website
Write Book Review
Poetry Explication
Paraphrasing Exercises

19. Sample Assignments
Stage 4
Annotated Bibliography—Evaluating Resources
Standard Research Paper with Specific Resource Requirements
Interdisciplinary Critique—History, Politics, Culture, etc.
Author Biography