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Informational Literacy to Build Lifelong Learning

A. . Model of Teaching and Learning in the Community College. Karen Cowden, M.A. Ed. Professor of Reading. Valencia College. “Just when the caterpillar thought life was over, it became the butterfly.

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Informational Literacy to Build Lifelong Learning

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Informational Literacy to Build Lifelong LearningA Model of Teaching and Learning in the Community College

Karen Cowden, M.A. EdProfessor of ReadingValencia College

“Just when the caterpillar thought life was over, it became the butterfly”Slide2

OutcomesYou will be able to…Learn how to integrate “Information Literacy” in your

current course design – with minimal stress.Evaluate your “Informational Literacy”Describe the “ABC3” method of evaluating websites

Evaluate websites for validity and reliability using a rubricDifferentiate informal and formal researchIdentify tools and support services for integrationContribute to the campus database for students and citizensSlide3

Integrating information literacy The first thing:

Combine skills formerly taught through traditional delivery models into an information literacy model. It really can be easy!

Traditional Delivery ModelInformation Literacy DeliverySlide4

Integrating information literacyThe second thing:Consider what makes a student “information literate” in your discipline(s).


Literacy in DisciplineInformation Literacy In DisciplineSlide5

Pop quiz – warm-up


Pop quiz - #1Slide7

Pop quiz - #3Slide8

Do we Really have a Problem?


What do Students say?

StudentsInstructors 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….Slide10

What do Instructors say?

College InstructorsStudents need to be well-informed citizens.Students need to be focused.Students need to be ready

-to-learn.Students need to be….Slide11

Free Sources #1 - PinterestSlide12

Fun facts of pinterestBegan in 2010

Fourth largest social media mogul Google+, LinkedIn, and YouTube combined have less traffic!

Retains users 2-3 times more effectivelyEasy to share and focused on limited feedback allowing individual research/review.Slide13

How instructors are using pinterest

Quotes and inspiration sharingLinks to reading material/recommendations Natural student participation

“Bulletin Board” of student work Quick lead to valuable resources Slide14

Free Sources #2 – lib guidesSlide15

Free Sources – Your lib guideSlide16

Fun facts of libguides

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 effectivelyEasy to research/review.Slide17

Free Sources #3 - PolleverywhereSlide18

Integrating Information Literacy with Library/CoursesSlide19

Models: Any Course can work with a “LibGuide”Slide20

Challenges, Solutions and Effects


SolutionEffectNot enough computers for all students to complete the lesson/activity!Integrate cellular data activities –

Poll everywhere


Google Hangouts

Google Docs


alignment with


desire for collaboration, real-world applications, and dynamic instruction


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


students and instructors


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


and instructors learn


skills alongside the ability to show compassion and real-world standardsSlide21

Workshop OutcomesYou 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


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 researchSlide22

Best Practices: Creating Base of Information LiteracyChoose 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. Slide23

Models: Information Literacy with Library/CoursesSlide24

Models: Information Literacy with Library/CoursesSlide25

Models: Information Literacy - ACRL StandardsSlide26

Models: Information Literacy - Baseline informationSlide27

Informational literacy Pre-Course Survey

Directions: Log-in to our Blackboard course and locate “Share” tab.Complete the “Informational Literacy Pre-Course Survey”.Slide28

Informational literacy vs. Traditional literacyTraditional Literacy

: http://www.literacy.org/node/235

http://www.literacy.org/linksInformational Literacy:http://www.ala.org/acrl/standards/informationliteracycompetency




Informational literacy Definition: Team Activity

Directions: Use the “Informational Literacy Defined” handout for your reference. Decide as a team the key concepts of the term.

Complete the graphic organizer.Prepare to share.In Teams of three: Decide the definition of Informational Literacy and Informational Literacy for Higher Education.Slide30

Informational literacy Definition: Team Sharing Time

Directions: Each team has 2 minutes to present their findings.Slide31

literate vs. Illiterate Definitions – Discussion = What makes a student “literate” in your Discipline?

il·lit·er·atenoun \(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


adjective \ˈli-



also ˈli-



1. a

: educated, cultured


: able to read and write

2. a

: versed in literature or creative writing : literary


: lucid, polished <a literate essay>


: having knowledge or competence <computer-literate> <politically literate