21. Nursing 227 Information Literacy information literacy activities. What is Information Literacy? InformationLiteracy Activities. 1. Search Library s Online Collection http://www.trcc.commnet.edu/library/guides/Resources/Resource_guides/information

LEARNING RESOURCE CENTERS TRCC home LRC home Course-Related Guides Nursing ... Nursing 227 Information Literacy Activities NURSING 227 Information Literacy Activities What is Information Literacy? Information Literacy is a set of abilities that empower individuals to understand how the information is organized, to effectively locate, retrieve, evaluate, and use information. Information Literacy Activities 1. Search Library's Online Collection Nursing and medical online databases search instruction: 1. CINAHL (subject, keyword, Boolean operators, search builder, limiters and expanders) 2. PsycInfo (subject, keyword, Boolean operators, search builder, limiters and expanders) 3. Health and Wellness Resource Center (subject, keyword, Boolean operators, nesting, and limiters) 4. General databases (subject, keyword, Boolean operators, limiters and expanders, wildcards, proximity operators, and nesting) 2. Evaluate Information

22. National Forum On Information Literacy Publications This article provides examples of information literacy activities in schoolsystems around the world, including those in Australia, South Africa, Singapore, http://www.infolit.org/publications/

Members Meetings International Alliance 2003 International Conference ... Home Publications Books Conference Proceedings Journals/Articles Videos This listing of publications is not an attempt to be comprehensive, however, it highlights publications of particular interest to a wide diversity of people interested in this topic, who otherwise would miss. Suggestions from our visitors who have publications to list are welcome to do so by contacting BOOKS Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation . Written and edited by Dr. Ilene Rockman. Jossey-Bass, 2004. $36.00 ISBN 0787965278 SUMMARY: Research has shown that in order to develop information literacy skills, students must be given repeated opportunities throughout their college years to acquire and exercise these skills in their lives. Integrating Information Literacy into the Higher Education Curriculum is filled with information and practical examples from a wide variety of institutions that show how information literacy programs and partnerships can transform the higher education teaching and learning environments. To order, visit

23. Hands-On Information Literacy Activities By Jane Birks And Fiona Hunt - Neal-Sch Title HandsOn information literacy activities, Author(s) Jane Birks and FionaHunt, ISBN 1-55570-456-5. http://www.neal-schuman.com/db/3/343.html

@import "/searchstyles.css"; Neal-Schuman Publishers, Inc. 100 William St. Suite 2004 St. New York, NY 10038 - Phone: 212-925-8650 - Fax: 212-219-8916 Hands-On Information Literacy Activities By Jane Birks and Fiona Hunt 1-55570-456-5 . 2003 . 8 1/2 x 11 + CD-ROM . 135 pp. View Table of Contents Quantity: Reviews “An impressively presented multimedia resource for high school and college librarians and teachers for instructing children and young adults on how to assess their information needs and address them with library catalogues, search engines, databases, search strings, Boolean and other advanced searching techniques enthusiastically recommended.” Library Bookwatch “Written for high school and college librarians, this book/CD-ROM resource will help librarians teach children and young adults to assess their information needs and evaluate information sources.” Book News "Librarians looking for prepackaged activities that teach information literacy skills will find this book valuable." VOYA "Useful...A clear overview of the step-by-step process of modern library instruction, from selecting and narrowing research topics to evaluating resources. The authors' pedagogy is sound and practical."

24. Information Literacy: What The UC Libraries Are Doing The purpose of this site is to link to information literacy resources; to providean overview of information literacy activities on UC campuses; http://libraries.universityofcalifornia.edu/infolit/

UC Libraries About the UC Libraries Information Literacy: What the UC Libraries Are Doing Information Literacy: UC Initiatives in Context Information Literacy: Campus Initiatives and Contacts Information Literacy: What the UC Libraries Are Doing The purpose of this site is to link to information literacy resources; to provide an overview of information literacy activities on UC campuses; and to link to national, state, disciplinary and accreditation sites that provide additional context for initiatives on the UC campuses. What is Information Literacy? The University of California Libraries have not adopted a single, official definition of Information Literacy. In addition to the general links below, some UC campuses and groups have adopted their own definitions. Information Literacy in a Nutshell Information Literacy Competency Standards for Higher Education News Information Literacy in the Disciplines . New bibliography published by the ACRL Instruction Section, Teaching Methods Committee. ACRL Information Literacy Events and Announcements California Association of Research Libraries Events Calendar Systemwide Groups and Resources that Address Information Literacy Heads of Public Services Information Literacy Common Interest Group (HOPS IL CIG) The Google Generation . (2004 Report) Librarians' Association of the University of California (LAUC) LAUC Information Literacy Task Force (discharged with 2003 final report)

25. Information Literacy: FAQs Evaluators will seek examples of information literacy activities within assignmentsand syllabi, as well as collaboration with academic librarians. http://library.ncc.edu/ilfaq.htm

Information Literacy: FAQs What is information literacy? Information literacy is a set of abilities that allows an individual to recognize when information is needed, and then be able to locate, evaluate, and effectively use the needed information. Put another way, information literacy is the set of skills needed to find, retrieve, analyze, and use information. How is it different from computer literacy? Though related to information technology skills because of the nature of digital information, information literacy is much broader and involves critical reasoning for lifelong learning. How does it affect student learning? With the expansion of information sources, it is extremely important that our students make informed choices. Exposure to a wide range of material requires competency in selection and evaluation, as well as an understanding of the legal and ethical implications involved. Why is it particularly important now? Middle States Commission on Higher Education has modified its characteristics of excellence for reaccreditation to emphasize learning outcomes. Among those outcomes is evidence of information literacy on the college, curricular, and course levels.

26. Information Literacy Activities Part II Learning More about Information Literacy. These activities are helpful for studentswho have some familiarity with the PCC Library and the World Wide Web. http://www.polk.edu/INSTRUCT/ALSS/Jean_r/CollegeSuccess/InformationLiteracyActiv

Learning More about Information Literacy These activities are helpful for students who have some familiarity with the PCC Library and the World Wide Web. Each one begins with a question that you can use in a class discussion to introduce the activity. 1. What kinds of research will I be doing in my college-credit courses later? Purpose : To have students practice the research tasks they'll be doing in college courses later on. Setting : Regular classroom Materials : Video player (call EXT 5286 to request one for your classroomallow two days' notice) and Navigating the Sea of Information (Video 2288 WH, 2289LKEXT 5286). Preparation : The video is 18 minutes long. Familiarize yourself with the video's content , and plan your introductory mini-lecture; then preview the video. Make sure students have some familiarity with information literacy before you show them this video. Instruction : This is a good motivational video for prep students who may not understand how challenging and time consuming college courses can be. Some of the content may be too advanced for some students: Don't try to teach everything. Use the video to orient students to research and prepare them for realities of future assignments. Preview some of the content in a mini-lecture before you show the video. Afterwards ask the students to meet with their groups to list the points they remember from the video. Have a recorder take notes, and ask a reporter to summarize the group's findings for the whole class.

27. Information Literacy Activities Basic information literacy activities for Prep Classes. These introductoryactivities are useful for orienting students to information literacy. http://www.polk.edu/INSTRUCT/ALSS/Jean_r/CollegeSuccess/InformationLiteracyActiv

Basic Information Literacy Activities for Prep Classes These introductory activities are useful for orienting students to information literacy. Each one begins with a question that you can use in a class discussion to introduce the activity. Follow-up activities are available. 1. Why do libraries keep old magazines? (suggested by Chris Fullerton) Purpose : To show students that information from the past can be instructive and useful. This enjoyable activity introduces students to the library in a non-threatening way; it also counters the common misconception that the World Wide Web makes print resources obsolete. Setting : Regular classroom and library Materials : Back issues of magazines in the library (some are 40+ years old). Ask a librarian what's available. Preparation : Go to the library first yourself and browse through the back issues looking for advertisements that shed light on one or more of the following: How family life was different (or similar) then How people then viewed the future Differences (or similarities) in women's roles Differences (or similarities) in racial issues Attitudes towards smoking or alcohol Photocopy the advertisements that interest you. Make a reservation to take your class to the library, and inform the librarian about what you'll be doing.

28. Supporting Your Teaching: Information Literacy And Your Students: How The Librar Scheduled information literacy activities academic staff may use to includeInformation Literacy skills in the curriculum. http://library.curtin.edu.au/teaching/teachingseries/infolit3.html

Curtin Library Contact Us Search Our Site ... Assessing information literacy Scheduled Information Literacy Activities Watch for Library posters advertising tours and workshops. The Library Website also has a link to workshop times. Students (and staff) can sign up at the Information Desk on Level 3 of the T.L. Robertson Library. Library Tours and Catalogue Demonstrations Conducted at the beginning of first semester and during Orientation in both semesters. These sessions are held in the T.L. Robertson Library and consist of a 20 minute overview of the web catalogue, and a 25 min.walking tour. (Sessions held at remote libraries may vary from this, depending on the size of the library.) There is no need to book - simply show up at the Library entrance, near the turnstiles 5 minutes before the scheduled time. All students who are new to campus should be encouraged to attend! top Sign-up Workshops on Searching the Gecko Gateway and Library Databases 90-minute workshops.

29. Supporting Your Teaching: Information Literacy And Your Students: How The Librar Information literacy policy Selfpaced information literacy modules Scheduled information literacy activities Assessing information literacy http://library.curtin.edu.au/teaching/teachingseries/infolit.html

Curtin Library Contact Us Search Our Site ... Assessing information literacy Information Literacy and Your Students: How the Library can help Curtin University of Technology's definition of an Information Literate Graduate is outlined in the University's Information Literacy policy To support this policy, the Curtin University Library and Information Service has developed a programme of tours, workshops, demonstrations, web guides and tutorials to support academic staff who wish to include Information Literacy skills in the curriculum. For further information on the range of products we offer, as well as information on class sizes, training locations, and bookings, please look at the list of Information Literacy Programme Options We welcome the opportunity to work with academic staff who wish to incorporate information skills into courses, whether they are offered on campus, or externally. top Self Paced Information Literacy Modules These are suitable for both students and staff!

30. Information Literacy - UWF Libraries (2003) HandsOn information literacy activities. New York Neal-Schuman. Teaching Information Literacy Concepts Activities and Frameworks from the http://library.uwf.edu/reference/InfoLiteracy.shtml

Information Literacy University of West Florida Libraries Catalog Databases ELi Pages ... Search Information Literacy Introduction Information Literacy at UWF Definitions Standards ... Recommended Readings Introduction Information Literacy is defined as the ability to locate, evaluate, and apply the content of print, non-print, and digital resources both to academic study and to one's professional, public, and personal life. Within the context of lifelong learning and the broad information continuum, information literacy competency focuses on five broad abilities: To recognize the need for information To know how to access information To understand how to evaluate information To know how to synthesize information To be able to communicate information The University of West Florida Libraries offer instruction which supports information literacy competency and encourages the incorporation of information literacy components throughout the university's curriculum. Back to Top Show Menu Information Literacy at UWF Staff of the UWF Libraries have been investigating information literacy for several years, beginning first with discussion among librarians, and then introducing and implementing information literacy principles into university courses in conjunction with UWF's college faculty. The links below represent both the efforts that librarians have taken independently, as well as those developed directly through partnerships with teaching faculty.

31. Hands-On Information Literacy Activities HandsOn information literacy activities by Jane Birks and Fiona Hunt. New YorkNeal-Schuman Publishers, Inc., 2003. ZA3075.B575 2003. http://www.ketch.alaska.edu/library/NovDec03/HandsOnInformation.htm

32. Information Literacy At Oberlin What information literacy activities has the Library initiated? Mellon InformationLiteracy Grant Oberlin College is one of the Five Colleges of Ohio who http://www.oberlin.edu/library/reference/infolit/Default.html

Information Literacy at Oberlin Home Staff Library News OBIS ... Site Map What is Information Literacy? Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. (from the Association of College and Research Libraries: Information Literacy Competency Standards for Higher Education Additional definitions of Information Literacy are available. What is Oberlin College doing? Oberlin College has been working to develop a more coordinated institutional approach to addressing issues related to information literacy. In 1996, following discussions with faculty about implementing information literacy initiatives on the Oberlin campus, the General Faculty Library Committee issued a report entitled Information Literacy and the Oberlin Education . Subsequently, the Library has sponsored numerous faculty workshops designed to further the dialogue about information literacy, and we continue to work with faculty and staff to integrate information literacy in the academic program.

33. UCLA Information Literacy Initiative - About The Initiative and collaboration relating to information literacy activities and assess andimprove the reach and effectiveness of information literacy activities http://www.library.ucla.edu/infolit/about.html

INFORMATION LITERACY LINKS IL Initiative Home About the Initiative Instruction by UCLA Libraries You are here: ILI Home About the Initiative The Initiative The People The Trends The Initiative Our mission is to help members of the UCLA community master conceptual and practical information literacy skills to enrich their educational, professional and personal lives, and enable them to become independent, lifelong learners. To implement the Initiative, participating UCLA librarians have organized into five interest groups: Collaborating provide mechanisms to further coordination, communication, and collaboration relating to information literacy activities and approaches in UCLA libraries further a sequenced approach to information literacy by facilitating communication and partnering among librarians and faculty Informing increase campus awareness of information literacy issues and Initiative efforts Measuring support ongoing assessment and evaluation of student information literacy needs and achievement

34. Georgia Conference On Information Literacy Captain s Platter A Sampling of information literacy activities K12 Hands-onactivities that teach information literacy skills is the focus for the http://ceps.georgiasouthern.edu/conted/infolitprogramsatam.html

Saturday, October 1 - Morning Sessions GEORGIA CONFERENCE ON INFORMATION LITERACY CONFERENCE PROGRAM 7:30 - 8:30 AM Check-In (Check-In is available throughout the conference.) Exhibits 8:15 - 9:00 AM Special Opening Sessions featuring Continental Breakfast Author Diane Z.Shore Presents... Room Number One Author Visits That Entertain, Educate, and Inspire Diane Shore, Author Award winning, Georgia children's author, Diane Z. Shore will have you a-laughin' and a-learnin' all the way through her energetic, educational, and inspirational performance guaranteed to get your students excited about reading and writing. "And you thought you were just having fun!" 9:00 - 10:00 AM Concurrent Sessions - Room Number One The Missing Items in the Puzzle? Moving Beyond the 'Classical' Definition of the Concept Information Literacy Agneta Lantz and Christina Brage will discuss a broadend definition of the information literacy concept and consider some left-out items that ought to be included in order to arrive at optimal learning outcomes to ensure that students will become information literate for the future.

35. UTS_Library - Information Literacy At UTS The Library has adopted the Australian Information Literacy Standards as the units at UTS is required to integrate information literacy activities into http://www.lib.uts.edu.au/information/information_literacy_at_uts

UTS:LIBRARY About UTS Library Finding Info Borrowing Info Skills ... Info Skills Information Literacy at UTS fast links Library home Ask a Librarian Library catalogue Renew a loan ... Aust. Information Literacy Standards Information Literacy at UTS UTS Library supports the teaching, learning and research goals of the University by providing the Developing the Information Literate person : the UTS Framework. Developing the Information Literate person : the UTS Practical Plan - Practical teaching and learning activities and assessment strategies Developing the Information Literate person : the UTS Statement - Framework Summary Developing the Information Literate person : the UTS Strategic Plan - Strategic directions Developing the Information Literate person : the UTS Case Studies - Examples of information literacy practice (Aug 2005 Update) The Library has adopted the Australian Information Literacy Standards as the basis for the information literacy Framework and information skills programs at UTS. Collaboration between library staff, academic staff and other professional units at UTS is required to integrate information literacy activities into courses and to achieve quality learning outcomes. The Library is committed to ensuring that the UTS community has the information literacy skills to enable information retrieval and management, to undertake quality research and to develop effective lifelong learning skills. The Library

36. Information Literacy At Cabrillo College supported a variety of activities related to Information Literacy at the College . to include information literacy activities across the curriculum. http://libwww.cabrillo.edu/about/infolit.html

Information Literacy at the Cabrillo College Library " Information literacy is currently understood as embracing the ability to define a problem, find information to solve the problem, evaluate the information, and use it effectively." Ward, Dane. "The future of information literacy." Since 1998 Cabrillo Library has supported a variety of activities related to Information Literacy at the College. This important library program has one fulltime instruction librarian, Topsy Smalley, as well as many other library instructors involved with faculty to include information literacy activities across the curriculum. In support of the overall goals of Instruction at Cabrillo, the following activities are in place and growing: Course related instruction sessions. Many librarians work with faculty to introduce the use of subject specific online information resources to students. These introductions serve to familiarize students with the concepts and tools necessary to begin exploring information resources which are relevant to the course being taken. These introductions are usually one session in the library's electronic classroom and usually require students to fill out a worksheet which demonstrates that they have achieved an ability to navigate these resources. Librarians create worksheets and Web sites which are tailored to individual courses and programs.

37. JUTLP - Vol 1 Issue 2 Until 2003, information literacy activities had been presented separate to information literacy activities focused on three major areas research and http://jutlp.uow.edu.au/2004_v01_i02/tootell002.html

back to contents page Integrating Information Literacy Into Curriculum Assessment Practice: An Informatics Case Study Annette Meldrum and Holly Tootell University of Wollongong ameldrum@uow.edu.au Abstract This article describes how an Informatics subject has integrated information literacy skills into its curriculum assessment practice. The paper provides a background on the role information literacies have in student learning and explains the importance of ensuring the literacies are aligned with subject content and assessment practice. It describes the results of an informatics subject that has been developed through collaboration between Academic and Faculty Librarian. Introduction to assessment practice As we strive toward the goal of helping students acquire highly developed graduate attributes we need to create assessment tools and strategies that access, define or measure the extent of these learning outcomes. Assessment is in itself a teaching method (Nulty, 2003). Assessment of information literacy promotes learning, provides a yardstick to measure teaching performance and outcomes, highlights learning gaps, promotes the need for in depth structure for learning, can provide opportunities for student and teacher discourse on the topic of information literacy needs or difficulties and provides a foundation for teaching evaluation and certification (Lupton, 2004). This article explores the extent of our effectiveness in these areas. James and McInnis (2001) identified a number of factors that influence student assessment in Australian higher education, including the prominence of generic skills and the changing nature of the students themselves. The University of Wollongong Review of Assessment Practices and Processes Report (RAPP) (UOW, 2002) found that increased class sizes, increased internationalisation and increasingly diverse student entry backgrounds is necessitating a rethink of teaching and assessment practices. These phenomena are all reflected in the makeup of this case study group.

38. Information Literacy @ ACU - InetACU ACU National has identified the principles of information literacy as key using it as a guide for all information literacy activities and documentation http://inet.acu.edu.au/node.cfm/A8DC34E9-87D5-4BCD-93DC720028B58522

Timetable Phonebook Email Search inetACU QUICKLINKS Phonebook Timetables Exam Information Library Handbooks Academic Calendar ACUonline (WebCT) Virtual Campus Student Forms Student Services HOME Library Help and Training About Information Literacy Information Literacy @ ACU ACU National has identified the principles of information literacy (Australian Catholic University, 2003) Information literacy (Association of College and Research Libraries, 2000). An information literate person , as defined in the Australian and New Zealand information literacy framework: Principles, standards and practice nd edition (Bundy, 2004, pp. 3-4) , is someone who is able to: recognise a need for information determine the extent of the information needed access information efficiently critically evaluate information and its sources classify, store, manipulate and redraft information collected or generated incorporate selected information into their knowledge base use information effectively to learn, create new knowledge, solve problems and make decisions understand economic, legal, social, political and cultural issues in the use of information

39. CTW Mellon Project For Information Literacy for Information Literacy, the focus of information literacy activities at Most of the inclass information literacy instruction was team-taught and http://camel2.conncoll.edu/is/infolit/trin.html

Trinity College Update 9/30/2004 http://www.trincoll.edu/prog/infolit At Trinity College, the outreach to First Year Seminar that had been in the center of our grant supported activities last year has expanded from 91 instruction sessions in fall of 2002 to 108 instruction sessions in fall of 2003. Eighty-five percent of the First Year students last fall completed an anonymous assessment of their instruction sessions. The survey asked for brief comments on the value of the instruction session leading to the following results: Positive comments - 61% No comment/neutral - 39% Negative - 0.03% The students had every opportunity to express their opinions anonymously if the library sessions had been perceived as boring, elementary or irrelevant. The overall positive responses reflect the successful collaborative work of the First Year faculty with librarians and academic computing staff. For fall 2004, a more detailed assessment tool has been developed that will help us to measure the information literacy knowledge of First Year students before and after their first semester. Our goals for the third and last year of the Mellon grant include a focus on the assessment of information literacy skills, support for two new group projects on information literacy in the performing arts and the social sciences, completion of the remaining course-based information literacy projects, continued development of the First Year information literacy program, and participation in a CTW information literacy summit to share the results from our grant-funded information literacy projects.

40. LOUIS The Louisiana Library Network Information Literacy User Identify and recommend ongoing information literacy activities, best practices,outcomes assessment, and other techniques, etc. that will assist LALINC http://appl006.lsu.edu/ocsweb/louishome.nsf/$Content/Information Literacy & User

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