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Information Literacy Graduate Student Seminar

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Information Literacy Graduate Student Seminar

  1. 1. Promoting Critical Thinking through Information Literacy Dr. Michele DiPietro, Eberly Center Dan Hood, University Libraries Tuesday, March 4, Noon-2:00pm
  2. 2. Objectives <ul><li>At the end of the seminar, you should be able to: </li></ul><ul><ul><li>List information literacy goals </li></ul></ul><ul><ul><li>Discuss connections between information literacy and critical thinking </li></ul></ul><ul><ul><li>Design an assignment that promotes critical thinking and information literacy skills. </li></ul></ul>
  3. 3. Agenda <ul><li>Introductions and brainstorming </li></ul><ul><li>ACRL standards </li></ul><ul><li>Principles and tools for designing assignments </li></ul><ul><ul><li>Course design triangle </li></ul></ul><ul><ul><li>Bloom’s taxonomy </li></ul></ul><ul><li>Mapping standards onto Bloom </li></ul><ul><li>Theories of intellectual development/critical thinking </li></ul><ul><li>Group activity – designing assignments </li></ul><ul><li>Debriefing of assignments </li></ul><ul><ul><li>High/low stakes </li></ul></ul><ul><ul><li>High/low cost </li></ul></ul><ul><li>Conclusions </li></ul>
  4. 4. Introductions and Brainstorming <ul><li>Please share your: </li></ul><ul><ul><li>Name </li></ul></ul><ul><ul><li>Department </li></ul></ul><ul><ul><li>Teaching/TAing experience </li></ul></ul><ul><ul><li>One problem or gap with your students’ research skills </li></ul></ul>
  5. 5. Information Literacy Standards <ul><li>Why standards? </li></ul><ul><li>Where do they come from? </li></ul><ul><ul><li>AASL, ACRL </li></ul></ul><ul><li>Five standards </li></ul><ul><ul><li>Follow the traditional research steps </li></ul></ul>
  6. 6. ACRL standards <ul><li>The information literate student determines the nature and extent of the information needed. </li></ul><ul><li>The information literate student accesses needed information effectively and efficiently. </li></ul><ul><li>The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. </li></ul><ul><li>The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. </li></ul><ul><li>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. </li></ul>
  7. 7. Course Design that Supports Critical Thinking Instructional Strategies Objectives Assessment Tasks that provide feedback on students’ knowledge and skills Descriptions of what students should be able to do at the end of the course Contexts and activities that foster students’ active engagement in learning
  8. 8. Bloom’s Taxonomy of Cognitive Objectives <ul><li>Knowledge Dimension </li></ul><ul><li>Factual Basic elements of domain </li></ul><ul><li>Conceptual Interrelationships among elements </li></ul><ul><li>Procedural How to do tasks, methods, criteria for using methods </li></ul><ul><li>Meta-Cognitive Strategic knowledge, contextual and conditional knowledge, awareness of one’s own cognition </li></ul><ul><li>Anderson et al (2001) </li></ul>
  9. 9. Bloom’s Taxonomy of Cognitive Objectives <ul><li>Cognitive Process Dimension </li></ul><ul><ul><li>Category Activity </li></ul></ul><ul><li>Remember identify, retrieve </li></ul><ul><li>Understand interpret, explain, infer, compare, exemplify, classify, summarize </li></ul><ul><li>Apply transfer, execute, implement </li></ul><ul><li>Analyze differentiate, organize, attribute </li></ul><ul><li>Evaluate check, critique </li></ul><ul><li>Create hypothesize, design, construct </li></ul><ul><li>Bloom (1956); revised by Anderson et al. (2001) </li></ul>
  10. 10. Bloom’s Taxonomy of Cognitive Objectives Create Evaluate Analyze Apply Understand Remember Knowledge Dimension Meta-cognitive Procedural Conceptual Factual
  11. 11. Intellectual Development <ul><li>Dualism/Received/Absolute Knowledge </li></ul><ul><li>Multiplicity/Subjective/Independent Knowledge </li></ul><ul><li>Relativism/Procedural/Contextual Knowledge </li></ul><ul><li>Commitment/Constructed Knowledge </li></ul><ul><li>Adapted from Perry (1970), Belenky et al. (1986), and Baxter-Magolda (1992) </li></ul>
  12. 12. Group activity – Designing Assignments <ul><li>Go back to the problem/gap you identified in the brainstorming </li></ul><ul><li>Map it to Bloom’s taxonomy, Perry’s scheme, and the ACRL standards </li></ul><ul><li>Identify an appropriate learning outcome for your students given the gap/problem </li></ul><ul><li>Design an assessment that would enable students to practice the skills you want them to master (15 mins) </li></ul><ul><li>Share/debrief (10 mins) </li></ul>
  13. 13. Stakes/Cost Continua <ul><li>Low Stakes High stakes </li></ul>Low Cost High Cost Concept mapping Research Paper Exam Quiz In-class clickers In-class clickers Concept mapping SAILS (standardized test) Annotated Bibliographies Research journal (metacognitive) Annotated Bibliographies Research Paper Research journal (metacognitive) Exam Quiz Peer editing Peer editing
  14. 14. Conclusions <ul><li>Students entering college generally lack information literacy skills </li></ul><ul><ul><li>Some of these skills are mechanics, but the core of IL is really about critical thinking </li></ul></ul><ul><li>Il skills will become more and more important in the future </li></ul><ul><li>Students won’t pick up IL skills by osmosis – they must be taught </li></ul><ul><li>There are principles and tools to guide you as you design assessments and instruction </li></ul>
  15. 15. Well Wishes and Resources <ul><li>Thank you! </li></ul><ul><li>Michele DiPietro – [email_address] http://www.cmu.edu/teaching </li></ul><ul><li>Dan Hood – [email_address] http://www.library.cmu.edu </li></ul><ul><li>For help designing information literacy instruction and assessment contact your department’s liaison librarian </li></ul>
  16. 16. Bibliography <ul><li>Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman Press. </li></ul><ul><li>Association of College and Research Libraries (1998) Information Literacy Competency Standards for Higher Education. Accessed online on 3/03/2008 at http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm </li></ul><ul><li>Baxter-Magolda, M. (1992) Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. Jossey-Bass. </li></ul><ul><li>Belenky, M., Clinchy, B., Goldberger, N., and Tarule, J. (1986) Women’s Ways of Knowing: The Development, of Self, Voice, and Mind. Basic Books. </li></ul><ul><li>Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. </li></ul><ul><li>Perry, W. (1968) Forms of Intellectual and Ethical Development in the College Years: A Scheme. Holt, Rinehart and Winston. </li></ul>