1. Classroom, Moodle, or
Library
Robin Kear
Nazarbayev University Library
April 2012

2. First Steps
 Keep up with technology developments
and tools
 Learn various (standard) technology
applications
 Develop understanding of pedagogical use
 Implement in appropriate instructional
settings
 Assess if the technological tool
accomplishes desired outcomes

3. Integrating Information Literacy…
Can be done in the faculty
classroom, online, or through
the library classroom.
It is imperative to collaborate
with faculty, whether you will
be embedding, be there in
person, or through the web.

4. Realities
 Faculty can be hard to reach
 Time constraints, stress at the beginning and end
of the semester, other reasons
 Faculty are reluctant to give up a class
session (14 per semester at Pitt)
 Some may never allow a librarian into their
classroom for various reasons
 Different terminology for similar concepts
exists between faculty and librarians

5. Perceptions
 Faculty may equate information literacy
with what they see or experience as
remedial library instruction
 Librarians can only provide a limited introduction to
IL in the one-shot 50 minute session
 Faculty may believe students are already
information literate or can pick it up on
their own

6. Perceptions
 Faculty may equate information literacy
with technological literacy
 Faculty may want students to flail about in
the information realm or believe that
disciplinary expertise should precede any
practice of research
 How can students judge sources before becoming
knowledgeable in their discipline?

7. Perceptions
 Subordinate role of librarians within
institutional hierarchy, even those
librarians with faculty status
 Ambiguous role of librarians in teaching
information literacy
 Different librarians explain things differently
 Varies across institutions

8. Terminology
Information Literacy is a
library term.
What does it mean?
Why is it relevant?
Why does it come from
the library?

9. Terms to Use with Faculty
 Critical Thinking
 “…the education field has labeled a series of
attributes as critical thinking, and librarianship has
done the same with information literacy. These
two groups are not using the same language when
they discuss very similar concepts.”
 Rebecca S. Albitz. (2007). "The what and who of
information literacy and critical thinking in higher
education," portal, 7(1), 97-109.

10. Terms to Use with Faculty
Lifelong learning
Research skills
Research process
 Faculty may have a
different
understanding of
the word “research”

11. Critical Thinking Skills
Ennis’ 12 elements of critical thinking are:
1. Grasping the meaning of a statement
2. Judging whether there is ambiguity in a line of reasoning
3. Judging whether certain statements contradict each other
4. Judging whether a conclusion follows necessarily
5. Judging whether a statement is specific enough
6. Judging whether a statement is actually the application of a certain principle
7. Judging whether an observation statement is reliable
8. Judging whether an inductive conclusion is warranted
9. Judging whether the problem has been identified
10. Judging whether something is an assumption
11. Judging whether a definition is adequate
12. Judging whether a statement made by an alleged authority is acceptable

12. Building a Network
 Volunteer for departmental ad hoc committees
 Get elected to senate or departmental faculty
committees
 Attend committee meetings, departmental and
university meetings, faculty seminars and lectures,
anything that would involve the library
 Participate in events such as convocations and
orientations
 Casual lunches with faculty

13. Possible Approach for One-shots
 Speak another language: Use the term critical
thinking for information literacy
 Imply/State that a critical thinker also needs to
know how to find, organize, and evaluate
information
 Independently of or dependent on the
student’s level of knowledge of the
discipline

14. Possible Approach for One-shots
 Emphasize that the librarian can
complement the class curriculum or the
research assignment by…
 Helping students learn to systematically
approach new topics…and/or…
 Showing the students discipline-
specific tools

15. Possible Approach for One-shots
 Clearly communicate what you can
cover for their class and any options for
delivery or method
 Make faculty aware that all critical
thinking skills cannot be covered in one
session

16. Conversation Starters
What do you NOT see from your students
papers or arguments?
How would your students research papers
be better?
How can we make this process easier for
them?

17. Preparation
Test searches or assignments
Time your presentation
Scout out the venue, network
connections, seating, lighting
Decide what equipment you need &
order/reserve it
Have a backup planned

18. Preparation
Class Day:
Go to venue early & set up
Greet students as they arrive –
business cards
Show comfort, confidence, be
friendly

19. Presentation Tips
Face your audience & make eye contact
Get out from behind the computer or podium
Body language – Gesture for emphasis
Vary your tone, pace and volume
Verbal pauses
Don't rush
Use a little humor when appropriate
Use mistakes to illustrate a point

20. Wrapping Up a Session:
Summarize main points
Remind where they can ask
for help
Give them your contact
information
Evaluation
Linger after class

21. LibGuide Companions
 Information Literacy
Fundamentals
 http://pitt.libguides.com/infolit
 Information Literacy Tools
 http://pitt.libguides.com/infolittools

22. Let’s Discuss