Flex Week 2009

Introduction
a. IC Resource for BSI
b. Assignment Consultations, Scaffolding

Defining Information Competency
identifying deficiencies
students as information users
a. Academic Literacy (+ lifelong IC), IC and CTE, distinct from Computer Literacy
b. Information Need, Evaluating Sources, Avoiding Plagiarism
c. ACRL Standards and Discipline Specific Standards, Connection with Writing

Information Competency as a core requirement
a. Matriculation
b. GE Requirement

BSI Grant Funded Pilot
a. Basic Plan
b. Sample questions

When we talk about students plagiarising or using inappropriate sources we're talking about deficiencies in their Information Competency, but it's the same basic problem when we talk about students wanting easy answers, not taking responsibility for directing their own learning, not making an argument in their papers and supporting it with evidence, or clinging to comfortable beliefs instead of thinking critically.

Distinguish between Information Competency and Computer Literacy: Powerpoint can be a powerful tool for communicating information. Computer literacy involves the ability to create a powerpoint presentation and a highly skilled user will even be able to make it animated or more navigable than the average powerpoint. Information Competency involves the ability to consider how the format of powerpoint influences the type of information that can be easily communicated. It also involves considerations about what information to include in the presentation in order to convince your audience of your position. And niether of these skill sets will help a student who does not have natural ability to make good aesthetic decisions like selecting a pleasing color pallette and attractive font.

Further Reading

ASCCC Academic Literacy Statement
the table from "Collaborative Dialogue: Repositioning the Academic Library" by Campbell, N. F. and Wesley, T. L. in portal: Libraries and the Academy 6.1, 2006.
Ward, D. (2006) Revisioning Information Literacy for lifelong meaning. The Journal of Academic Librarianship, 32(4). 396-402.
Blummer, B. (2007) Utilizing WebQuests for Information Literacy instruction in distance education. College & Undergraduate Libraries, 14(3). 45-62.
Shapiro, J.J. and Hughes, S.K. (1996) Information Literacy as a liberal art. Educom Review, 31(2). 31-35.
McMillen, P.S. and Hill, E. (2004) Why teach 'research as a conversation' in freshman composition courses? A metaphor to help librarians and composition instructors develop a shared model. Research Strategies, 20. 3-22.
http://www2.morainevalley.edu/default.asp?SiteId=10&PageId=236
Swanson, T. (2006) Information Literacy, personal epistemology, and knowledge construction: Potential and possibilities. College & Undergraduate Libraries, 13(3). 93-112.
Klingberg, S. (2006) Information competencies checklist: a resource for inter-segmental collaboration. Reference Services Review, 34(4). 486-490.
Wright, C.A. (2000) Information literacy within the general education program: Implications for Distance Education. The Journal of General Education, 49(1). 23-33.
Henri, J. and Dillon, K. (1992) Learning to learn: Reflections upon enquiry, information literacy and critical thinking. The Australian Library Journal. 103-117.
Norgaard, R. (2003) Writing information literacy: Contributions to a concept. Reference & User Services Quarterly, 43(2). 124-130.
---. (2004) Writing information literacy in the classroom: Pedagogical enactments and implications. Reference & User Services Quarterly, 43(3). 220-226.
Yancey, K.B. (2001) WPA outcomes statement for first-year composition. College English, 63(3). 321-325.
Elmborg, J. (2006) Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2). 192-199.
Holliday, W. and Li, Q. (2004) Understanding the millennials: Updating our knowledge about students. Reference Services Review, 32(4). 356-366.