Spring 2013 Dr. Diane Nahl University of Hawaii Library and Information Science Program

1. Information Literacy
and
Reference Services
Spring 2013
Dr. Diane Nahl
University of Hawaii
Library and Information Science Program

2. Global Challenge of IL
Whatever else you bring to the 21st century
workplace, however great your technical skills and
however attractive your attitude and however deep
your commitment to excellence, the bottom line is
that to be successful, you need to acquire a high
level of information literacy. What we need…are
people who know how to absorb and analyze and
integrate and create and effectively convey
information and who know how to use
information to bring real value to everything they
undertake.
Anthony Comper, President, Bank of Montreal,1999
2
Nahl LIS 601 2013

3. National IL Initiatives
 ALA Information Literacy Task Force [1989]
 National Forum on Information Literacy (NFIL)
[1990]
 National Research Council, Mandate for
Information Technology Literacy [1997]
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4. National Higher Education
IL Initiatives
 Institute for Information Literacy Immersion [1996]
 ALA, ACRL, Information Literacy Competency
Standards for Higher Education [2000, 3rd edition]
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
 Project Information Literacy (PIL) [2008] U.
Washington & Harvard University http://projectinfolit.org
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5. National K-12 IL Initiatives
 ALA, AASL, Information Power [2002, 2nd edition]
 ALA, AASL, Standards for the 21st-Century Learner
[2007]
 http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
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6. International IL Initiatives
 IFLA International Federation of Library
Associations, Information Literacy Section
http://www.ifla.org/en/information-literacy
 SCONUL (UK) The Seven Pillars of Information
Literacy
http://www.informationliteracy.org.uk/information-
literacy-definitions/sconul-seven-pillars-of-information-
literacy/
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7. IL Mandates Lifelong Learning and
Critical Thinking Skills
 External academic accrediting bodies [WASC for
Hawaii schools & colleges]
 University Strategic Plan
 General Education Reforms [GenEd]
 UH Information Literacy Hallmark
 UH Systemwide UH Libraries IL Committee
(UHLILC)
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8. WASC Accreditation Standards
Western Association of Schools and Colleges (WASC)
Standard 2 states:
Baccalaureate programs engage students in an
integrated course of study… to prepare them for
work, citizenship, and a fulfilling life. These programs
also ensure the development of core learning abilities
and competencies including… Information literacy…
WASC 2001 Accreditation Handbook, Standard 2 (Achieving Educational Objectives Through Core
Functions): Criteria for Review.
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9. General Education Hallmarks
UH Manoa - approved in 2002; other campuses have
adopted this Hallmark:
To satisfy the Written Communication
requirement, a course will [among other things]...
help students develop information literacy by
teaching search strategies, critical evaluation of
information and sources, and effective selection of
information for specific purposes and audiences; teach
appropriate ways to incorporate such information,
acknowledge sources and provide citations.
UH Manoa GE Foundations Requirement.
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10. ACCJC Accreditation Standards
The Accrediting Commission for Community and Junior Colleges (ACCJC)
Standard II.3.A (Instruction: General Education) states:
General education has comprehensive learning
outcomes for the students who complete it... including...
a capability to be a productive individual and life long
learner: skills include oral and written communication,
information competency, computer literacy, scientific
and quantitative reasoning, critical analysis/logical
thinking, and the ability to acquire knowledge through a
variety of means.
ACCJC Accrediting Commission Standards, 2002 , Standard IIA (Student Learning Programs and Services:
Instructional Programs).
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11. ACCJC Standards (cont.)
ACCJC Standard II.C.1.b (Library and Learning Support Services)
states:
The institution provides ongoing instruction for
users of library and other learning support services so
that students are able to develop skills in information
competency.
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12. UH Libraries
Information Literacy Committee
 Instruction librarians from each UH campus
 Formed in 2003 to address system-wide campus
and library IL goals and objectives
 Provides a forum for discussion, resource sharing,
and the production of instructional online research
and assessment tools for the entire system
12
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13. Importance of IL in an Academic
Reference Librarian’s Job
 Integral to academic reference work
 Formal & informal instruction
 Staff, student & faculty instruction
 Listed in nearly every job description as integral to
the position
 Wanted: applicants with experience designing
lessons, instructing, and assessing student learning
outcomes (SLOs)
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14. UHWO 2013
Librarian II, 11 month, tenure track
Minimum Qualifications: [8 MQs are listed in the full position]
1.Masters degree in Library and Information Science from an
ALA-accredited program.
Desirable Qualifications: [10 DQs are listed in the full position]
1.Experience working in a classroom or group teaching at the
college or university level in an information literacy program.
2.Demonstrated commitment to excellent user services and user
education.
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15. UH LIS IL Courses
1. LIS 665 Teaching Information Technology Literacy
[academic librarians]
2. LIS 686 Information Literacy and Learning
Resources[school library media specialists]
3. LIS 690 Teaching Internships
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16. Information Literacy at UH
1. Instructional Services
http://library.manoa.hawaii.edu/services/instruction/instruction.html
1. Guides & Handbooks
2. Online Tutorials
3. Class Sessions for the Disciplines
2. LILO Learning Information Literacy Online
http://www.hawaii.edu/lilo/
1. Online Research Journal
2. Assignment Calculator & Citation Machine
3. Keyword Strategy Builder
16
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17. LILO
Learning Information Literacy Online
 Created for ENG 100 undergraduate students in
the University of Hawaii System
 Created by librarians with input from writing
instructors throughout the UH System
 Includes examples and content pertinent to real-
life research topics about Hawaii
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18. LILO
 An interactive, Web-based productivity tutorial
that engages students in thinking critically
about a research topic and the sources needed
to support a thesis statement.
 An easy way for instructors to monitor a
student’s understanding of the research process
and his/her progress in developing information
literacy skills within a course.
 The Research Journal function saves student
work in a database account.
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19. LILO
 Teaches skills in information competency—a learning
outcome of the ACCJC General Education
requirements.
 Integrates the Association of College & Research
Libraries Information Literacy Competency Standards for
Higher Education.
 The Research Journal, Citation Builder, and
Assignment Calculator were identified by students as
the most useful LILO tools
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20. Student Feedback
Students in Leeward CC instructor Donna
Matsumoto’s writing classes said:
“LILO improved my research dramatically. It has
everything you need and journals to keep you
updated on where you are on your research.
Without LILO, I would've procrastinated on this
assignment.”
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21. Student Feedback (cont.)
“The most useful aspect of LILO is the way
everything is broken down into steps… often
when researching... the hardest part is knowing
where to start. LILO solves this problem.”
“The thing I find most useful in LILO is probably
its journal.”
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22. Student Feedback (cont.)
“I found the research part the most useful and
having to actually look up a source and paste it to
LILO was a good thing.“
“The best part about LILO is that it gave me a
step by step tutorial on how to do my research.”
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23. Critical Thinking Skills:
Information Literacy is the ability to
 Recognize an Information Need
 Access Information
 Evaluate Information
 Synthesize Information
 Ethically Use Information
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24. The Ability to
Recognize an Information Need
1. Realizing that a problem can be solved by obtaining
new information
2. Overcoming resistance to systematically searching for
reliable information
3. Intending to approach a reliable, vetted, trustworthy
information source to begin solving an information
problem
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25. The Ability to
Access Information
1. Using a variety of sources and formats
2. Applying correct concept analysis and search logic
3. Using appropriate controlled vocabulary and natural
language
4. Using browse and keyword search modes as needed
5. Browsing physical and online collections and
resources as needed
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26. The Ability to
Evaluate Information
1. Applying critical thinking criteria to found
material:
1. Judging the relevance of information
2. Judging the accuracy of information
3. Establishing the authority of information
4. Judging objectivity of information
5. Assessing the currency of information
6. Determining the coverage and scope of
information sources
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27. The Ability to
Synthesize Information
1. Identifying, sorting, separating and
eliminating inadequate, outdated, un-vetted,
unreliable, invalid or irrelevant information
2. Integrating and citing facts, view points, and
theories from diverse sources
3. Resolving conflicting or divergent information
4. Making informed decisions
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28. The Ability to
Ethically Use Information
1. Understanding the ethical, legal and socio-
economic issues surrounding information,
intellectual property, and information technology.
2. Following laws, regulations, institutional policies,
ethics codes, conduct codes and etiquette related
to the access and use of information resources.
3. Acknowledging the use of information sources in
communicating through a product or
performance.
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29. Information Literacy Models
 Information Search Process (ISP) Model
 Big Six Information Skills Model
 Information Searching Competence Matrix
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30. Information Search Process Matrix
AFFECTIVE COGNITIVE SENSORIMOTOR APPROPRIATE
STAGES Feelings Decisions Actions TASK
1. Uncertainty General Seeking background Recognize need
Vague information
Initiation
2. Optimism Scheduling Conference with Identify
Planning others
Selection
3. Confusion/ Becoming Seeking relevant Investigate
Frustration informed about a information
Exploration topic
4. Clarity Narrowed Selecting ideas Formulate
focus
Formulation
5. Sense of Defining & Making notes of Gather
direction & supporting focus relevant information
Collection confidence
6. Relief Clearer Personalized Complete
Presentation Satisfaction or More focused synthesis of topic
Disappointment
30 Adapted from Carol Kuhlthau, Seeking Meaning, 2004, p. 82.
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31. Chronistic ISP Model
Nahl LIS 601 2013 31 From Carol Kuhlthau, Seeking Meaning, 2004, p. 82.

32. Information Searching Competence Matrix
AFFECTIVE Domain COGNITIVE Domain SENSORIMOTOR Domain
of of of
SKILL LEVEL
Feelings & Strivings Thoughts & Actions & Performance
Decisions
Level 3. A3 C3 S3
Advanced Feeling Empowered Acquiring Familiarity Practicing Careful
as a Searcher and Intuition with Documentation Routines
Disciplinary Knowledge
Level 2. A2 C2 S2
Being Supportive of
Intermediate Understanding Search Identifying Implicit Features
the IR System
Environment Strategy of the Information Setting
Level 1. A1 C1 S1
Basic Showing Decoding Information Recognizing Information
Acceptance of Displays and Elements and Locations
Complex Information Terminology
Structure
Nahl LIS 601 2013 32 Diane Nahl, 1987; 1990, 1993

33. Information Literacy:
Thinking Like a Novice Searcher
I chose to look up women’s health first because I
felt it was an issue I am interested in. I’m trying to
navigate through Internet with specific personal
goals incorporated into the class assignments. I
Bookmarked the information on domestic
violence because after I graduate this semester I
want to work as a counselor at a domestic abuse
shelter. [Bold italics added]
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34. Information Literacy:
Thinking Like an Expert Searcher
Query: Find out about national groups and ethnic conflicts
in the Third World and their influence on the activities of
international organizations.
I thought about the “Third World.” Another term
is “developing countries.” The controlled
vocabulary advises to use the term “developing
countries” instead of “third world”…
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35. Thinking like a professional searcher:
So I selected as a first alternative the free text terms
“third*” and “world*” with truncations; and as a
second alternative “developing countries” both as a
descriptor and as a free text term…
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36. Thinking like a professional searcher:
Then I selected this “national groups” as a
descriptor. I thought they are groups in any case.
In free text they may be anything--it is difficult to
guess--so we can be satisfied with the descriptors.
If needed there are other descriptors: “ethnic
minorities” and “population groups.”
Ivonen & Sonnenwald, JASIS 1998, 49(4):312-326, p. 320
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37. Due Next Week
 Government Documents Search Work 9 April 23
 Reference Interactions Field Report April 30
 Quiz April 30
 All assignments and bonus points for posting assignments online on
your Web site are due by May 7
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