Information Literacy 101 - Moderators Sharon Jarvis (NYPL Schomburg), Nancy Stout (Fordham)
  • collaborative efforts among different types of libraries
  • wealth of resources unknown across libraries
  • NYPL host open houses for students, professors
  • Schomburg encourages orientations for academic (integrated course instruction)

Introductions (issues mentioned in . . .)
  • info lit as a university priority
  • students do not know how to search databases [OR EVEN Google!]
  • course-integrated instruction and walk-in, volunteer sessions
  • integration into higher-level course curriculum
  • citation management program solutions
  • healthcare information literacy
  • info lit beyond netGeneration > what will happen when Millennials are in professional programs?
  • faculty outreach and curriculum integration
  • computers in the classroom and information fluency
  • 2.0 applications in the information literacy classroom
  • digital divide and critical thinking > rationale for needing librarians
  • instruction for fast-learning teenagers in electronic classrooms (public)
  • self-taught search behaviors put to good use in the classroom
  • library school students learning about info lit
  • innovative pedagogy for students who experience repeat sessions
  • for-credit information literacy courses
  • instructional programming for small colleges
  • traditional v. adult learning/teaching methods
  • how do IL skills transfer to industry?
  • connections of IL and practical survival skills
  • bridging the gap between print and electronic resource

Main Discussion:
Common thread in introductions: IL as required at universities as we might think
  • integrated across the curriculum rather than taught as for-credit (Baruch/American approach)
  • Jerry Bornstein example of info lit in business at Baruch > job ads for business world show requiring IL skills; needs based IL instruction is grade/schedule convenience.
  • repeat IL instruction = @Baruch cornerstone courses are more discipline based. Capstone course instruction is often too late in the educational experience

Innovations in edu-tainment
  • insert humor and excitement
  • use of clickers and student response pads

Integrating various innovations within teaching
  • Print/Electronic resources instruction: Google search v. Book content
    • 5000 hits or 500 pages: Which is easier to look through?
    • Copyright, creation/use of information

  • Failed search for medical case in database
    • group exercise: 3 minute search in Google
    • then search in Google Scholar
    • then use database to find results again: Medline
    • do not decry Google from the start; show problems of search, then show limits of Google; then show good search in scholarly database

  • Wikipedia exercise: challenge students to find wrong information in Wikipedia
    • Nature, Science, NYT and wikipedia comparisons

Other issues:
  • Information literacy vs. information fluency (teach what’s appropriate for IL standards)
  • Course-integrated research for a paper is much more helpful for students’ learning and TIME rather than activities that are scavenger hunts.
  • Faculty buy-in for IL skills is tough . . .
    • political success for integration can occur through library representation on university senate committees for curriculum.
    • teaching faculty-librarian equality. Librarians (library professors!) need to go toe-to-toe with teaching faculty and academic partners. We are not “handmaidens” or “clerks”. Image problems abound.
  • NYPL orientations provide opportunity to socialize and gain an “in” for course-integrated instruction.
  • Bruce Slutsky of NJIT said that he would like to learn how information literacy skills are applied once students graduate and become practicing scientists and engineers. Do they retain their skills learned in the university, or must they be relearned once they are in industry?

Nancy Stout (Fordham)
  • public libraries and academic libraries share similar electronic resources such as Academic Search Premier. Students gain experience with these over time.
  • subject guides are time consuming. Point students to basic databases first, and then to special Web resources.