Instructors' Tip Sheet
INFORMATION LITERACY IN THE CLASSROOM
Begin by thinking of how to give the students a METHOD, such as the Big6, for finding, evaluating and using information. Do not assume that students know how. A simple WORKSHEET where students turn in keywords, best resources, location of resources, sample articles, etc., can get them off to a great start.
Step 1: Collaborate with your librarian early in the semester.
Step 2: Include in your syllabus learning objective(s) or outcome(s) related to the information skill(s) that you want your students to develop.
Step 3: Include assignment(s) on your syllabus that would meet the objective(s) or outcome(s) desired.
REMEMBER: Teaching information skills does not require a research paper or an end product.
EXAMPLES OF ASSIGNMENTS from low-level critical thinking to higher-level--
The student lists keywords (broad, narrow, synonyms) related to a topic or lists questions about the topic. (Learning to define a task)
The student finds one resource, such as a book, an article or website and writes a short paragraph on why this particular resource would be a great source of information. (Learning to evaluate resources)
The student creates a working bibliography with annotations and uses APA style. (Learning to evaluate and synthesize information)
Step 4: Include in your syllabus a time for the librarian to meet your students and/or work with them.
THE OUT-OF-THE-BLUE GO-TO-THE-LIBRARY-AND-FIND APPROACH
--or
THE GOOGLE-AND-FIND METHOD
Is NOT EFFECTIVE !
